A Teaching-Learning Model of Collaborative Assessment in Computer Engineering Studies

Abstract

The aim of this article is to highlight the benefits of implementing an active learning methodology in classes delivered to engineering degree students in Spain. The proposed teaching methodology has been designed for subjects with assessable practices and a high number of students in Computer Engineering degrees. The methodology is based on the redefinition of roles in the work assessment process where collaborative learning methods are incorporated. The idea of this approach is that students work closely together to learn from each other and that they are responsible for their own learning and that of fellow classmates. Moreover, they learn from participating in the process of assessing the work of their peers. This research describes the implementation of this technology and its promising results. Students increase their activity because they assume the role of solver of the proposed assignment in pair programming and also as evaluator of those of others due peers’ protocol. The proposed methodology gives them a more enriching understanding of the contents of the subjects as well as the need for greater intensity in the acquisition of such knowledge in the subject.