Autoevaluación: Connotaciones Teóricas y Prácticas. Cuándo Ocurre, Cómo se Adquiere y qué Hacer para Potenciarla en nuestro Alumnado
Open accessAbstract
La autoevaluación es una práctica habitual en las clases en los diferentes niveles educativos. Desafortunadamente un porcentaje elevado de profesores desconoce de qué manera específica afecta al aprendizaje de nuestros alumnos y cómo implementarlo con éxito en las aulas. En este trabajo realizamos un recorrido por las dos corrientes que enfatizan el uso de la autoevaluación (teorías autorregulatorias y evaluación formativa) presentando re-conceptualización de lo que significa autoevaluación. Posteriormente se analiza cuáles son las relaciones entre la autoevaluación y el uso de estrategias de aprendizaje de los alumnos y cómo se adquiere esta capacidad. A continuación se presentarán estrategias pedagógicas que fomentan una buena implementación en el aula para que los profesores podamos ayudar a nuestros alumnos a adquirir la capacidad de autoevaluarse.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Challenges in peer feedback include students' attitudes and perceptions of peers and their feedback, such as the level of trust and low tolerance for critical feedback and resistance.
“Some of these challenges regard students' attitudes and perceptions of peers and their feedback, such as the level of trust and low tolerance for critical feedback and resistance (Hu & Lam, 2010; Panadero & Alonso-Tapia, 2013).”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Panadero & Alonso-Tapia, 2013
The section “Condiciones que fomentan la autoevaluación” (page unavailable) discusses students’ motivation to assess their own work and instructional support for doing so, not challenges in receiving peer feedback. Searches for trust in peers, tolerance of criticism, and resistance found no passage in our copy addressing those claims. (LLM, conf=0.76)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
The citation lists haven’t been fetched yet
References 52 · Cited by 202
Research works printed but not linked: 5
- [17]17. Deakin-Crick, R., Sebba, J., Harlen, W., Guoxing, Y., y Lawson, H. (2005). Systematic review of research evidence of the impact on students of self-and peer-assessment Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
- [18]18. de la Fuente, J., y Justicia, F. (2007). The DEDEPRO Model for Regulating Teaching and Learning: recent advances. Electronic Journal of Research in Educational Psychology, 5(3), 535-564.
- [31]31. Lan, W. Y. (1998). Teaching self-monitoring skills in statistics. In D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press.
- [48]48. Winne, P. H., y Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker, J. Dunlosky y A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum.
- [52]52. Zimmerman, B. J., y Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky y A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). New York: Routledge.
- Authors
- Panadero, E., & Alonso-Tapia, J.
- Affiliations
- University of Oulu (FI)
- ORCID
- Panadero, Ernesto
- Venue
- Electronic Journal of Research in Education Psychology
- Publisher
- Editorial Universidad de Almeria
- Published
- 2017-11-27
- Volume
- 11
- Issue
- 30
- Pages
- 551-576
- ISSN
- 1696-2095 (ISSN-L)
- OpenAlex
- W2149628480
- Semantic Scholar
- 223c1acd76e183901baf7be8bbbe74ed85699446
- Cited by
- 202
- References
- 52
- Citations by year
- 2026: 19 · 2025: 15 · 2024: 15 · 2023: 19 · 2022: 29 · 2021: 16 · 2020: 16 · 2019: 22 · 2018: 10 · 2017: 11 · 2016: 6 · 2015: 9 · 2014: 14 · 2013: 1
- FWCI
- 48.18
- Type
- journal article
- Language
- es
- Open access
- diamond
- doi.org
- Locations
- Electronic Journal of Research in Educational Psychology (publishedVersion)
- Tesis Doctorals en Xarxa (Consorci de Serveis Universitaris de Catalunya) (submittedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
- Figshare (submittedVersion)
- Hispana (submittedVersion)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- Repositorio de Patentes de la Universidad de Almería (Universidad de Almería) (submittedVersion, other-oa)
- Biblos-e Archivo (Universidad Autónoma de Madrid) (submittedVersion, public-domain)
- Electronic Journal of Research in Educational Psychology
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- self-assessment, student self-regulation, formative assessment, learning strategies, metacognition, teaching methods
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
