La valutazione tra pari per promuovere strategie collaborative: il punto di vista degli studenti

The literature review reveals the effectiveness of didactic strategies to support collaborative learning in developing students’ assessment skills. This paper presents a didactic design model focused on peer feedback, structured on large numbers, organized in groups, and delivered in a blended way in the teaching of “Design of Educational Interventions” at the University of Salerno. The first part, dedicated to the bibliographical analysis of the peer review process, is followed by a second part aimed at describing the students’perception of the participatory evaluation practices and the social dynamics activated in the working groups. The results achieved are encouraging and highlight the opportunities and critical issues drawn from the methodological proposal providing, at the same time, design expedients.