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dc.contributor.authorRodríguez Fuentes, Antonio Vicente 
dc.contributor.authorGallego Ortega, José Luis 
dc.date.accessioned2021-05-28T06:40:25Z
dc.date.available2021-05-28T06:40:25Z
dc.date.issued2021-05-27
dc.identifier.citationRodríguez Fuentes A, y Gallego Ortega JL. (2021). An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education. Mathematics, 9 (11), 1223, 1-10. https://doi.org/10.3390/math9111223es_ES
dc.identifier.urihttp://hdl.handle.net/10481/68818
dc.description.abstractIt 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.es_ES
dc.description.sponsorshipThis research was funded by Unidad de Calidad, Innovación y Prospectiva (Quality, Innovation and Foresight Unit) of the University of Granada asaTeaching Innovation Projectes_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subjectUniversity assessmentes_ES
dc.subjectMeta-assessmentes_ES
dc.subjectMultiple-assessmentes_ES
dc.subjectAssessorses_ES
dc.subjectAssessment by otherses_ES
dc.subjectSelf-assessmentes_ES
dc.subjectCo-assessmentes_ES
dc.titleAn Analytical Perspective of the Reliability of Multi-Evaluation in Higher Educationes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doihttps://doi.org/10.3390/math9111223
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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