The research has studied the ways, levels and strategies of studentsâ?? participation in their learning assessment process at the University of Seville. A surveystudy has been carried out by applying two data-collection methods: a scale which aimed to explore how studentâ??s participation is promoted through teaching programs, and a questionnaire (teachersâ?? and studentsâ?? versions) aiming to identify attitudes, beliefs and practices in this topic. Samples were composed of 75 programs (n1), 65 teachers (n2) and 464 students (n3). Results show that a majority of teachers considers studentsâ?? participation as necessary, though its application in real practice is limited (85% of teachers are the only assessers). In addition, despite of a high percentage of teachers being prone to use self and peer assessment as a way to contrast their own valuations, they are very reluctant to reach to consensus regarding marks with their students.
The peer assessment is a pratice that can provide interesting advantages in the university education. Mainly if it is tried to help the students to acquire professional competencies. Our research focuses on examining the reliability of the marks given by students in relation to those given by the lecturer. In addition, we have verified the reliability and the correlation of the qualifications of the lecturer with the qualifications assigned by four external judges.
KeyWords: Oral presentations, Agreement among markers; Peer assessment; Reliability of the assessment.
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