Peer and self-evaluation using active teaching method

• Autor(a) principal: Capellato, Patrícia
• Data de Publicação: 2020
• Outros Autores: Vasconcelos, Lucas Victor Benjamim, Ranieri, Maria Gabriela Araujo, Sachs, Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/3495
• topic: Auto avaliação; Avaliação por pares; Método ativo de ensino; Seminário.; Autoevaluación; Revisión por pares; Método de enseñanza activa; Seminario.; Self-assessment; Peer assessment; Active teaching method; Lectures.

Nowadays, new methodologies have been used to complementing and assisting in the fixation of knowledge. So, the aim of this work was apply a active education methods using a study case methodology to assess the critical competence in objective and subjective assessments and self-assessment, and to analyze the results obtained in a qualitative way. Students developed content, presented seminars, evaluate their peers objectively (assigning grades) and subjective (selecting according to preference) and also performed the self-assessment. Based on the grades attributed by the students, the ability to evaluate by peers by comparing variances was evaluated. From the results obtained, we can conclude that there is a mutual influence on the two types of evaluations used in this research. Students were able to evaluate their peers and also self-evaluation. There is consistency between different evaluators and also when compared to self-criticism. From the research on the experience of active teaching, it is possible to observe the growing preference of students for this teaching methodology.