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Article

Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting

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Escuela de Ingenierías Industriales, University of Malaga, Campus de Teatinos s/n, 29071 Málaga, Spain
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Algebra, Geometry and Topology Department, Faculty of Sciences, University of Malaga, Campus de Teatinos s/n, 29071 Málaga, Spain
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Departamento de Ingeniería de Comunicaciones, Universidad de Málaga, Andalucía Tech, Campus de Teatinos s/n, 29071 Málaga, Spain
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Computer Science Department, University of Malaga, Campus de Teatinos s/n, 29071 Malaga, Spain
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Department of Applied Economics (Statistics and Econometrics), University of Malaga, Campus el Ejido s/n, 29071 Malaga, Spain
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Departamento de Tecnología Electrónica, Universidad de Málaga, Campus de Teatinos s/n, 29071 Malaga, Spain
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Department of Mathematical Analysis, Statistics and Operations Research, Applied Mathematics, Faculty of Sciences, University of Málaga, 29071 Malaga, Spain
*
Author to whom correspondence should be addressed.
These authors contributed equally to this work.
Academic Editor: Ismo Koponen
Educ. Sci. 2021, 11(2), 71; https://doi.org/10.3390/educsci11020071
Received: 31 December 2020 / Revised: 3 February 2021 / Accepted: 9 February 2021 / Published: 13 February 2021
(This article belongs to the Special Issue New Research and Trends in Higher Education)
Nowadays one of the main focuses of the Spanish University system is achieving the active learning paradigm in the context of its integration into the European Higher Education Area. This goal is being addressed by means of the application of novel teaching mechanisms. Among a wide variety of learning approaches, the present work focuses on peer review, understood as a collaborative learning technique where students assess other student’s work and provide their own feedback. In this way, peer review has the overarching goal of improving the student learning during this process. Peer review has been successfully applied and analyzed in the literature. Indeed, many authors also recommend improving the design and implementation of self and peer review, which has been our main goal. This paper presents an empirical study based on the application of peer review assessment in different higher education BSc and MSc courses. In this way, six courses from different studies at the University of Malaga in Spain are subject to the application of peer review strategies to promote student learning and develop cross-wise skills such as critical thinking, autonomy and responsibility. Based on these experiences, a deep analysis of the results is performed, showing that a proper application of the peer review methodology provides reliable reviews (with close scores to the ones from the teacher) as well as an improvement in the students’ performance. View Full-Text
Keywords: peer assessment; peer review; collaborative evaluation; higher education; rubric peer assessment; peer review; collaborative evaluation; higher education; rubric
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MDPI and ACS Style

Serrano-Aguilera, J.J.; Tocino, A.; Fortes, S.; Martín, C.; Mercadé-Melé, P.; Moreno-Sáez, R.; Muñoz, A.; Palomo-Hierro, S.; Torres, A. Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting. Educ. Sci. 2021, 11, 71. https://doi.org/10.3390/educsci11020071

AMA Style

Serrano-Aguilera JJ, Tocino A, Fortes S, Martín C, Mercadé-Melé P, Moreno-Sáez R, Muñoz A, Palomo-Hierro S, Torres A. Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting. Education Sciences. 2021; 11(2):71. https://doi.org/10.3390/educsci11020071

Chicago/Turabian Style

Serrano-Aguilera, Juan J., Alicia Tocino, Sergio Fortes, Cristian Martín, Pere Mercadé-Melé, Rafael Moreno-Sáez, Antonio Muñoz, Sara Palomo-Hierro, and Antoni Torres. 2021. "Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting" Education Sciences 11, no. 2: 71. https://doi.org/10.3390/educsci11020071

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