Abstract

ATARES HUERTA, Lorena; LLORENS MOLINA, Juan Antonio  and  MARIN GARCIA, Juan Antonio. Peer evaluation in Higher Education. Educ. quím [online]. 2021, vol.32, n.1, pp.111-121.  Epub Aug 13, 2021. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.1.7590.

Having our students involved in their evaluation process could remarkably contribute to their academic training. On the other hand, both teachers and students could be reluctant to this evaluation practice, which is why we consider interesting to carry out experiments testing the raters agreement in diferent contexts, as well as the factors influencing this agreement. In the present work we describe a coevaluation experience where the ratings given by teacher and students were compared. Our students elaborated posters about molecules of agri-food interest, in the context of their introductory course of Organic Chemistry. A Rating Scale was designed, so that the rating criteria were firmly stablished for both raters. In most cases, the rater had no statistically significant impact on the grades (p>0.05). Only in two of the Rating Scale items the students significantly underrated the posters (p<0.05). No statistically significant overrating was observed. The agreement between the raters strongly depended on the Rating Scale item considered. The discrepancies found demonstrate that coevaluation can be an excellent tool for educational reflection. Consequently, we could consider, depending on the aspect under evaluation, the suitability of having a unique rater, either the teacher or the students.

Keywords : Evaluation; student evaluation; peer evaluation; teacher appraisal; evaluation research.

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