Efectos de los tipos de feedback entre iguales en los trabajos escritos
DOI:
https://doi.org/10.30827/profesorado.v26i1.13929Palavras-chave:
Feedback, educación superior, evaluación entre iguales, evaluación formativaResumo
Se presenta una experiencia de evaluación entre iguales en la que participan 173 estudiantes y 12 profesores de 4 asignaturas desarrolladas en 3 universidades. Se analiza el tipo de feedback dado por los pares, la percepción de su utilidad por parte de los estudiantes, la motivación que genera y su grado de aplicación a ulteriores tareas. Los resultados muestran que el feedback que se provee está básicamente centrado en la tarea y tiende a focalizarse en los errores, patrón del que ya había dado cuenta la literatura previa. Pese a ello, los estudiantes tienden a percibir que la experiencia de evaluación entre iguales les ha permitido mejorar tanto la tarea como su proceso de aprendizaje. Por lo que respecta a la motivación de los estudiantes, los resultados son menos claros puesto que difieren de una experiencia a otra y en algunas de ellas se hallan vinculados de forma inversa al volumen de trabajo que la experiencia supone. Respecto a la aplicación a futuras versiones de una tarea, ésta es especialmente relevante en la experiencia del Trabajo de Fin de Grado. Todo ello ofrece pautas para orientar futuros procesos de feedback que favorezcan el aprendizaje en la educación superior y a lo largo de la vida.
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