Peer assessment as a democratizing experience: Case of a Teacher Preparation Program

Authors

DOI:

https://doi.org/10.14482/zp.15.300.25

Keywords:

formative evaluation, peer assessment, democratic education.

Abstract

This research was based on the concern for the democratization of evaluation processes. Peer assessment is based on the assumptions of social constructivism and Freire's proposal of "education as practice of freedom", which prompts dialogue and participation to build an understanding of the world. Peer assessment thus, becomes educational practices that promote democracy and autonomy. The research was framed under a hermeneutics paradigm, using a course in Educative Evaluation as a case study. The results show that peer assessment promotes creative knowledge, critical thinking, metacognition skills, the strengthening of values such as respect and the development of autonomy.

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Author Biography

  • Mónica Borjas, Docente Investigadora del Instituto de Estudios de Educación de la Universidad del Norte.

    Doctora en Diseño Curricular y Evaluación Educativa de la Universidad de Valladolid (España); Especialista en la Enseñanza de las Ciencias de la Universidad del Atlántico; Licenciada en educación con énfasis en Biología y Química de la Universidad del Atlántico. Docente investigadora de la Universidad del Norte; coordinadora de la línea de Investigación “Infancia y Educación” del Grupo de Cognición y Educación del Instituto de Estudios en Educación – IESE- ; Coordinadora del énfasis de Educación Infantil de la Maestría en Educación de la Universidad del Norte; Coordinadora de Investigación Formativa en el Programa de Licenciatura Infantil de la Universidad del Norte;
    Tutora de investigación en la Maestría de Educación con énfasis en cognición de la Universidad del Norte en las temáticas relacionadas con la Evaluación Educativa.

     

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Published

2011-09-20

Issue

No. 15 (2011)

Section

Artículo corto de resultados preliminares de investigación

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