Self and peer assessment: a pilot study in a 2nd cycle higher education curricular unit in Portugal

Abstract

In recent years, many theoretical and methodological advances have been indicated in several searchers about the teaching and learning process. Despite that, the error is still seen in a negative way, very linked to a summative evaluation paradigm. However, from the perspective of formative assessment, centered on cognitive processes that favor learning, error, cooperation and self-regulation of learning are fundamental aspects of the assessment and the success of the learner. These aspects are even more essential when we mobilize the use of digital technologies in this mediation of teaching and learning process. Based on this last perspective, this article reports the experience of implementing a process of self-assessment and peer assessment using digital tools, within a curricular unit of a master's course, in online mode, in an institution of higher education in Portugal. As a theoretical framework for this experience, the conceptual framework of the PrACT Model (Practicality, Authenticity, Consistency and Transparency) were essentially adopted, based on an assessment culture that opposes the test culture, adjusted to the needs of curricula committed to the development of skills. The results obtained in this experience made it possible to perceive the challenges involved in the process of self-assessment and peer assessment, both from the students' point of view and from the teacher's point of view, who need to adapt to a scenario in which they cease to be the sole responsible for the assessment and regulation of learning, sharing this responsibility with the other actors involved.