Self-assessment, co-assessment and collaborative learning, in a biological subject for first-year students, from the Universidad Santo Tomás, Santiago de Chile
DOI:
https://doi.org/10.31637/epsir-2025-811Keywords:
deep learning; self-assessment; co-assessment; authentic assessment; self-regulation; Higher Education; collaborative learning; feedback.Abstract
Introduction: Self-assessment, co-assessment and collaborative work are central elements for achieving deep learning in Higher Education students, following the Training Model Oriented to the Development of Competencies. Methodology: The evaluation process in Principles for Biology, (with 15 first-year students of Occupational Therapy, Phonoaudiology and Bachelor in Sciences from UST, Chile), involved carrying out collaborative work of contextualized infographics works and posters, with periodic feedback from the teacher. They were evaluated with rubrics, with criteria associated with the format and content, in addition to the level of critical analysis achieved by the students in the self-assessment and co-assessment criteria (with a 4-point Likert scale). Results: Both the format and the content aspects were equally important within the aspects co-evaluated in the first evaluative work (infographie). A more critical analysis focused on the content and relevant aspects for professional training was evident in the third evaluation (poster). Discussions: The contextualized group evaluations, with graphic and asynchronous works, stimulated deep learning of Biology content in the students. Conclusions: The periodic feedback of the work carried out by the teacher, and the self-evaluation and co-evaluation of the students allowed the development of the critical analysis of the contents of the subject.
Downloads
References
Barrientos-Hernán, E. J., López-Pastor V. M. y Pérez-Brunicardi, D. (2020). Evaluación Auténtica y Evaluación Orientada al Aprendizaje en Educación Superior. Una Revisión en Bases de Datos Internacionales. Revista Iberoamericana de Evaluación Educativa 13(2), 67-83. https://doi.org/10.15366/riee2020.13.2.004 DOI: https://doi.org/10.15366/riee2020.13.2.004
Cortez, M. (2018). Liderar para promover el aprendizaje profundo en los estudiantes: El desafío de los líderes educativos en el siglo XXI. Nota técnica Nº 4. Líderes educativos. Valparaíso: Centro de Liderazgo para la Mejora Escolar. https://acortar.link/6fnkpz
Cuzcano-Huarcaya, M. A., Cuzcano-Santa Cruz, C. M. y Méndez-Vergaray, J. (2022). El aprendizaje profundo en estudiantes de Educación Superior. Revista Científica Arbitrada Multidisciplinaria PENTACIENCIAS, 4(2), 97-111. https://www.editorialalema.org/index.php/pentaciencias/issue/view/8
Fasce, E. (2007). Aprendizaje profundo y superficial. Rev. Educ. Cienc. Salud, 4(1), 7-8. https://recs.udec.cl/article/aprendizaje-profundo-y-superficial/
Gómez-Ruiz, M. A. y Quesada Serra, V. (2020). Análisis de las calificaciones compartidas en la modalidad participativa de la evaluación colaborativa entre docente y estudiantes. RELIEVE, 26(1), art. M6. http://doi.org/10.7203/relieve.26.1.16567 DOI: https://doi.org/10.7203/relieve.26.1.16567
Murillo, F.J., & Hidalgo, N. (2015). Enfoques Fundamentales de la Evaluación de Estudiantes para la Justicia Social. Revista Iberoamericana de Evaluación Educativa, 8(1), 43-61. https://revistas.uam.es/index.php/riee/article/view/2975. DOI: https://doi.org/10.15366/riee2011.4.1.001
Penuel, W. R. y Shepard, L. A. (2016). Social models of learning and assessment. En A. A. Rupp y J. P. Leighton (Eds.), The handbook of cognition and assessment: Frameworks, methodologies, and applications (pp. 146-173). John Wiley & Sons. DOI: https://doi.org/10.1002/9781118956588.ch7
Prianto, A., Qomariyah, U. N. y Firman, F. (2022). Does Student Involvement in Practical Learning Strengthen Deeper Learning Competencies? International Journal of Learning, Teaching and Educational Research, 21(2), 211-231. https://doi.org/10.26803/ijlter.21.2.12 DOI: https://doi.org/10.26803/ijlter.21.2.12
Quiroga Aguilar L. y Lara Órdenes E. (2023). El aprendizaje profundo como herramienta para cambio en la visión de aprendizaje de una cultura escolar. Revista Educación Las Américas, 12(1), https://doi.org/10.35811/rea.v12i1.201 DOI: https://doi.org/10.35811/rea.v12i1.201
Swaffield, S. (2011). Getting to the heart of authentic Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433-449. https://doi.org/10.1080/0969594X.2011.582838 DOI: https://doi.org/10.1080/0969594X.2011.582838
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Giugliana Campos, Genaro Vásquez-Lara, Claudia María Vélez-Rodríguez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
