Participatory and collaborative evaluation in higher education: student empowerment and learning transfer

Abstract

The evaluation processes experienced by students of the Diploma in University Teaching are described from a transformational evaluation approach. The study was developed with a qualitative-descriptive methodological approach, with an intrinsic case study, with the participation of 22 students. The strengths and critical nodes were revealed, as well as the proposals for improvement that arise from the active participation of the students in their evaluation processes, who recognize the security that working with others in a collaborative manner gives them, which contributed to organizing their work, activities and carrying out the transfer and applicability of the same. Collaborative work between peers was recognized and valued, since it allowed them to visualize and verbalize their errors without fear, as well as to recognize the plausibility of collaborative and participatory evaluation tasks, strengthening the capacity for reflection, analysis, decision-making, commitment to the task, respect for others, active listening, autonomous and independent work. Student participation in the assessment of their learning from models based on student empowerment improves their self-efficacy, confidence and commitment to the task, generating a greater impact on the quality of student learning.

Keywords:

transfer; learnings; assessment; stake; collaboration.