<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2021000100111</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.1.7590</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La evaluación por pares en Educación Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer evaluation in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Atarés Huerta]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llorens Molina]]></surname>
<given-names><![CDATA[Juan Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín García]]></surname>
<given-names><![CDATA[Juan Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Politècnica de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Politècnica de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>1</numero>
<fpage>111</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La implicación del alumnado universitario en su evaluación puede contribuir notablemente a su formación académica. Por contra, profesorado y alumnado pueden mostrarse reticentes a esta práctica, por lo que consideramos interesante realizar experiencias que testen el acuerdo de las calificaciones dadas por alumnos y profesores, así como las causas de desacuerdo. En este trabajo se realizó una experiencia de coevaluación en un curso de Química Orgánica, para comparar las calificaciones otorgadas por alumnos y profesor. Los alumnos debían realizar un póster sobre una molécula de interés agroalimentario. Se diseñó una Rating Scale para establecer claramente los criterios de evaluación. En la mayoría de casos no se encontraron diferencias significativas en función del evaluador (p&gt;0.05), y solamente en dos ítems de la Rating Scale, los alumnos otorgaron calificaciones significativamente inferiores al profesor (p&lt;0.05). En ningún caso se observaron diferencias significativas en el sentido contrario. Los grados de acuerdo entre evaluadores fueron muy dependientes del ítem de la Rating Scale. Nuestros resultados demuestran cómo la coevaluación puede ser una excelente herramienta para suscitar reflexiones de gran relevancia educativa, de tal modo que podríamos plantearnos en función del aspecto a evaluar, la conveniencia de asignarlo a un único evaluador (profesor o alumnado).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&gt;0.05). Only in two of the Rating Scale items the students significantly underrated the posters (p&lt;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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[evaluación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[evaluación por pares]]></kwd>
<kwd lng="es"><![CDATA[evaluación del profesor]]></kwd>
<kwd lng="es"><![CDATA[investigación en evaluación]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[student evaluation]]></kwd>
<kwd lng="en"><![CDATA[peer evaluation]]></kwd>
<kwd lng="en"><![CDATA[teacher appraisal]]></kwd>
<kwd lng="en"><![CDATA[evaluation research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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