Peer Assessment in the University Context for the Development of Transversal and Digital Skills

Abstract

Goal 4 of Agenda 2030 states the need to ensure education based on “quality” and “equity,” with a view to global economic, social, and environmental development. To improve the quality of teaching and learning in the university context, there is an increasing shift towards didactic approaches that prioritize the processes implemented instead of the content (Fabbri, L., & Romano, A.: Metodi per l’apprendimento trasformativo. Casi, modelli, teorie. Roma: Carocci Editore (2019).). Placing students at the center of the teaching and learning process, aiming for strategies and methodologies that promote their engagement and active participation using technology, and creating new learning environments are current challenges. One of the learning methodologies that successfully combines new ways of student participation with the possibility of soliciting transversal skills is peer assessment, which Topping (Topping in Rev. Educ. Res. 68:249–276, 1998) defined as “a system in which individuals consider the quantity, level, value, quality, or success of the learning products or outcomes of peers of the same level.” In fact, this strategy is essential to identify and promote the activated mechanisms that concern the stimulation of transversal skills (Arter, J. A., & Bond, L.: Why is assessment changing. In R. E. Blum, & J. A. Arter (Eds.), A handbook for student performance assessment in an era of restructuring, (I3: 1–4), Alexandria, VA: Association for Supervision and Curriculum Development (1996).). Starting from these brief theoretical assumptions, this contribution aims to illustrate the educational experiences carried out within the workshop of Educational Measurement at the Faculty of Primary Education — University of Modena and Reggio Emilia to test peer assessment in a university context using a digital platform with the direct engagement of students. Educational activities, learning and assessment tools, and the online platform to review and share feedback will be described. The collected data and the related results will also be discussed to underline the impact of the experience in terms of soliciting transversal skills, self-assessment, and self-reflection.