Autoavaliação e avaliação entre pares no desenvolvimento de projetos orientados pela aprendizagem baseada em problemas: a percepção de estudantes universitários

• Autor(a) principal: Klein, Ana Maria [UNESP]
• Data de Publicação: 2013
• Outros Autores: Guridi, Veronica
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://refiedu.webs.uvigo.es/num_es.htm; http://hdl.handle.net/11449/122564
• topic: avaliação entre pares; critérios avaliativos; aprendizagem baseada em problemas; peer assessment; assessment criteria; problem-based learning

The study takes as its object the evaluation process of a graduation discipline at the School of Arts, Sciences and Humanities, University of São Paulo (USP), developed through the methodology of Problem Based Learning (PBL). We consider three distinct and complementary aspects: procedural review (partial and final) student peer assessment and self-assessment. The sample consisted of 17 students from the undergraduate courses. Data collection occurred in two stages through questionnaires with open and closed questions. The qualitativeinterpretative analysis allowed two comparisons: cross (intra-step) and longitudinal (inter-steps). The results point to a trend of students evaluating objective aspects of the work as well as to overcome some difficulties in the development of the project.