Resumo

GARCIA ROMANO, Leticia. Prácticas de investigación entrelazadas con prácticas de evaluación entre pares: análisis de una propuesta didáctica en la formación docente inicial en Biología. Prax. educ. [online]. 2019, vol.23, n.3, pp.20-24. ISSN 0328-9702.  http://dx.doi.org/https://doi.org/10.19137/praxiseducativa-2019-230305.

This study explores the theoretical foundations and the characteristics of a didactic strategy designed for peer assessment in initial teacher training, it characterizes the comments that students make about their classmates' texts and it describes the participants’ opinions about the proposal. The results show that the majority of students achieved sophisticated revisions that addressed the overall improvement of the texts produced by their peers, reviewed the adequacy of the texts to their audience and analysed the coherence of the texts produced. The reception of the proposal was very good, focused on dialogue and cooperation to improve written composition. Besides, it was possible to reflect on the persuasion activities involved in the class and rethink the suggestions proposed by the reviewers of the text.

Palavras-chave : Peer assessment; Expert judgment; Academic writing; Initial teacher training; Biology.