IMPROVEMENT OF THE COMPETENCE LEARNING TO LEARN THROUGH PEER-ASSESSMENT PROCESSES WITH MOODLE'S WORKSHOP

Abstract

The design of the Research project "Analysis of the influence of the assessor and assessee roles in the feed-up, feed-back and feed-forward processes and their impact on academic performance" (reference REDICE16-1460) and the innovation project "P2P4L2L (Peer to Peer for Learning to Learn)" (reference 2016PID-UB / 024) are presented. This project aims to incorporate peer review practices (peer to peer) to promote the development of the cross-curricular competence learning to learn. The innovation consists precisely in students assessing the work of their classmates through Moodle's 'Workshop'. It is evaluated the increase of the competence learning to learn these practices generate through an adaptation of the instrument proposed by Munoz et al. (2016), which is administered at the beginning and at the end of the innovation experience to determine if this practice has had a positive impact on students' learning to learn competence. Peer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work (Nicol, Thomson and Breslin, 2014). An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between teacher and students aimed at improving the learning process, both individually and collectively. In addition, at the end, the impact of the innovative experience on the perception of student learning is assessed through an adaptation of the questionnaire of Gallego et al. (2013). The results presented here seem to indicate that the Moodle's 'Workshop' has advantages, it makes it possible to obtain information about the activity of the students, which allows the teacher to influence more in their learning