In formal education, assessment is the most widespread way of ensuring that students have learned the content of subjects. In most cases, such assessment is carried out on the basis of an examination. However, there are authors who criticise assessment seen in this way, since student participation is passive and prevents consideration of other elements involved in the student learning process that are also relevant. In recent years and following the implementation of the EHEA, a change in teaching methodology has been promoted which places emphasis on the student and the way in which he/she learns in an active way. The implementation of this process is associated with the reformulation of assessment strategies. The aim is to overcome the idea that the teacher is solely responsible for this didactic moment. At the same time, the aim is to develop skills and competences necessary for students during their learning process beyond the knowledge acquisition phase, extending to the moment of assessment. Self-assessment, co-assessment or peer assessment are strategies that introduce a new perspective that gives a leading role to the student and emerge as an alternative to traditional summative assessment, also favouring co-responsibility in the learning process. This paper analyses the implementation of the peer assessment strategy at the UPV/EHU, in the subject 'Cyberjournalistic Writing'. The results obtained from a student survey show the excellent reception of this teaching strategy as it is considered a formative assessment, which leads to improvements in the effectiveness and quality of learning.
Koldobika Meso Ayerdi, University of the Basque Country, Spain
Jesus Angel Perez Dasilva, University of the Basque Country, Spain
Terese Mendiguren Galdospin, University of the Basque Country, Spain
María Ganzabal Learreta, University of the Basque Country, Spain