Abstract
It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.
Highlights
Assessment is an essential, particular, and delicate element within the learningteaching process, with manifesting implications on other elements
This was based on assessment criteria previously stated and negotiated between professor and students, with the marks estimated by the students for each of their abovementioned tests, following their own judgement
Two co-assessments tasks are considered for this occasion; one of them concerning the effort and results within their own groups, in which the members in each group agree on a mark about themselves
Summary
Assessment is an essential, particular, and delicate element within the learningteaching process, with manifesting implications on other elements (aim, content, and competence identification, as well as for method, grouping, activity, and resource selection). This is true with respect to assessment by others, through co-assessment, as a shared task in the classroom, and as an opportunity to develop self-knowledge and awareness of their possibilities, talents, as well as being a critical and constructive [4] approach, one of active and autonomous work [5] Blending these self and co-assessment modalities, regarding individual and even group efforts and work, perhaps becomes the only way to empower the students in their own learning process (individually and as a group), and to count with their absolute commitment and involvement. Perhaps the adjective “multiple” is a concept better describing the difference between the traditional unidirectional model and the alternate tripartite one, involving professor, student, and peers (Table 1) This plural, tripartite and procedural assessment has been termed multiple, since it adds agents, moments, perspectives, places, aims, and new actions, combining them with the traditional ones. The threat of an absence or scarcity of training in such respect [18], as well as its subjectivity [14], has been observed
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