Co-evaluación formativa para el aprendizaje en línea. Apuntes teórico-metodológicos de un estudio de caso

Abstract

Several education surveys indicate that self-regulation practices of student’s own learning processes and those promoting peer-to-peer co-evaluation in e-learning are still a challenge, as well as designing and implementing instruments or devices with a formative evaluation perspective. We share notes on methodological conceptual aspects of instruments design for peer-to-peer and “mirror” group formative co-evaluation.