La realización de procesos de evaluación entre iguales para la corrección de un examen parcial. Estudios de casos en Formación Inicial del Profesorado de Educación Física

Résumé

The aim of this study is to present an innovative experience on the use of peer assessment processes by means of immediate correction of midterm exams, proving the suitability of this type of assessment focused on learning. It also implies proving the validity of this assessment, contrasting it with the teacher’s. The study is carried out in three different educational establishments for Physical Education Initial Teacher Training (FIPEF). The study population in the educational establishment A is 41 students studying year 1 of Physical Activity and Sport Sciences (CAFyD); 54 students in educational establishment B, doing Year 3 of Teacher-Training; and 44 students in educational establishment C, in Year 4 of Physical Activity and Sport Sciences. This experience is carried out only with those students who follow a continuous learning and assessment process, from the beginning of the academic year. Students take a midterm exam, designed by the teacher. Once the exam is finished, each student corrects one of his partners’ exams with the help of an answer key elaborated by the teacher. Afterwards, the teacher corrects all the exams and compares the marks established by the marker student. Then, a questionnaire is filled in after all marks have been discussed, so that students can assess the experience. The results obtained from the relationship teacher-student range from 0.66 to 0.90, depending on the educational establishment. The collected data seem to indicate that students are usually more demanding than teachers when applying marking criteria. We understand this is an authentic learning and assessment activity, since it’s closely related to certain professional competences. Therefore, the aim is to use it in the following academic years, both because of the good results obtained, and for the students’ positive assessment of the experience.