Learning through peer assessment in higher education.

Insights from field research

Abstract

In the last two decades, the scientific debate relating to the methods and tools for learning assessment in training contexts has focused increasingly on the quality of the feedback provided by the teacher and, even more, on the effectiveness that students’ active involvement in the evaluation processes brings. In this sense, the “peer assessment” model, understood as a teaching and training practice, has proved particularly effective in encouraging students to develop processes of analysis, reflection and self-assessment for the improvement of their learning. In this paper we present the results of research carried out at the University of Salerno in which the Moodle workshop resource was systematically used with students attending the course “Competence assessment and certification” (L22). The results achieved are very encouraging and could be a starting point for reflecting on the organization, methodologies and tools to be used in university courses.