RT journal article
T1 An Analysis of Shared Grading in Co-Assessment Practices by Teachers and Students
T2 Análisis de las calificaciones compartidas en la modalidad participativa de la evaluación colaborativa entre docente y estudiantes
A1 Gómez Ruiz, Miguel Ángel
A1 Quesada-Serra, V.
A2 Didáctica
K1 Grading
K1 Student Evaluation
K1 Teacher Student Relationship
K1 Alternative Assessment
K1 Educational assessment
K1 co-assessment
K1 Calificación
K1 Evaluación de estudiantes
K1 Relación de docentes y estudiantes
K1 Evaluación alternativa
K1 Evaluación educativa
AB Current trends in educational assessment in different branches of higher education share the common goal of unitinglearning with assessment. Most approaches and theoretical and practical developments in this field revolve aroundfour main factors: feedback, democratization, alignment and relevance. This paper proposes the use of co-assessmentas a means of ensuring dialogue-based, democratic and fairer evaluations. With co-assessment, the responsibility isshared by the teacher and the students, who negotiate and agree on the appraisal of student tasks and, in this paper,also on the awarded mark. The aim of this study is to analyse the relationship between a series of jointly agreed marks,following the co-assessment of four tasks, and the marks that the teachers and students would each have individuallyawarded. Two teachers and 100 students participated in the study, which follows a correlational design and analysessignificant statistical differences. The results show a strong correlation between the jointly agreed marks and thoseassigned individually by the teacher, even though statistically significant differences were found between them.Conversely, no statistically significant differences were identified between the joint marks and the marks assignedindividually by the students. These results call for reflection on the real possibility of adapting shared grading methodsto students in university frameworks, where the repercussions of awarded marks go far beyond formative goals.
PB ASOC INTERUNIVERSITARIA INVESTIGACION PEDAGOGICA,
SN 1134-4032
YR 2020
FD 2020
LK http://hdl.handle.net/10498/24402
UL http://hdl.handle.net/10498/24402
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 12-nov-2026