RT journal article
T1 Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives
T2 ¿Debería utilizar la coevaluación en la educación superior? Pros y contras desde la perspectiva de profesores y estudiantes.
A1 Quesada-Serra, Victoria
A1 Gómez Ruiz, Miguel Ángel
A1 Gallego Noche, María Beatriz
A1 Cubero Ibáñez, Jaione
A2 Didáctica
K1 Co-assessment
K1 dialogical assessment
K1 higher education
K1 feedback
AB Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by studentsparticipating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Studentsalso noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.
YR 2019
FD 2019
LK http://hdl.handle.net/10498/31071
UL http://hdl.handle.net/10498/31071
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 07-nov-2026