Resumen

HERNANDEZ JAIME, Josefina; JIMENEZ GALAN, Yasmín Ivette  y  RODRIGUEZ FLORES, Eduardo. Peer feedback. Classroom experience. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2024, vol.15, n.29, e742.  Epub 31-Ene-2025. ISSN 2007-7467.  https://doi.org/10.23913/ride.v15i29.2108.

Peer feedback promotes opportunities for dialogue and student autonomy over their learning, although recent studies reveal that this type of feedback is rare. To know what the perception of the Escuela Superior de Cómputo students of the Instituto Politécnico Nacional was during the peer feedback on a system prototype developed in the learning unit Formulation and evaluation of computer projects, as well as to identify the impact that said activity had on their learning, this exploratory research was designed with the participation of one hundred eigth students, during January - June 2023. The results show that only 78% of the students provided feedback to their classmates and of these, 88% considered that they did so with an assertive attitude. and purposeful. 21% stated that they prefer not to provide feedback for fear of being judged, criticized or disqualified. When receiving feedback, 56% experienced feelings of security, 26% considered they were defensive, 20% felt unmotivated; 73% easily accepted feedback from their colleagues while 27% did not find it easy to accept it.

The exploratory research shows that peer feedback served to improve or correct some elements of the evaluated prototypes; Thus, educational quality will be increased for the benefit of students and society. Students do value the contributions of their peers; however, we must work on negative emotional aspects such as fear or insecurity and emphasize the positive impact that feedback has on their learning process.

Palabras llave : feedback matrix; teaching-learning processes; prototype; feedback; peer feedback.

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