Feedback between peers as a mechanism for the promotion of students’ responsibility and learning competency in management and public administration
DOI:
https://doi.org/10.1344/REYD2024.29.44585Keywords:
Higher education, peer assessment, feedback, digital technology, public managementAbstract
The design and application of a didactic sequence in Moodle that allows the acquisition of management and public administration contents and that, at the same time, promotes self-regulation of learning and learning to learn, is presented. To achieve this, the evaluation of peers is used through the Moodle Workshop tool using criteria of special relevance in the field of public management and administration. Data about the performance and perception of learning associated with the roles of evaluator and evaluated are collected. The intervention results in a high/moderate satisfaction rate, as well as the perception of learning linked to the development of critical thinking, responsibility and improvement in communication, transversal competences, all of them associated with the graduation profile in the field of management and public administration.
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