The application of self-assessment and peer assessment at the University has increased over the last decades [1, 2]. This work analyzes the results obtained on self-assessment and peer assessment processes by first-year university students. The activities assessed were teamwork activities. Student participation in evaluation processes should enable them to develop cognitive skills and abilities related to reflection, critical thinking, and academic interaction with peers. Thus, favoring the formative feedback. For this activity, a rubric was generated to inform students of the assessment criteria that professors consider important. As these are first-year students, it is necessary to explain the activity, its objectives, methodology, and evaluation. An option is to complement with a short video available for the students. The results obtained are compared with those of the assessment carried out by the academic staff. It is found that, in general, the students' self-assessment is higher than that of the teacher (on average 1.4 points). This is also true of the peer assessment (on average 0.9 points). The results have not varied excessively over the last decade, during which these studies have been carried out. As this is a teamwork activity, peer assessments will be influenced by interpersonal relationships. In order to detect possible problems in the development of teamwork, it is recommended that the academic staff monitor the activity. Likewise, self and peer assessment also fraught with concerns around reliability and validity. This study also provides a revision about the state-of-the-art.

References:
[1] Jessica Mannion. (2022) Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education. Assessment & Evaluation in Higher Education 47:3, pages 411-423.
[2] Swapneel Thite, Jayashri Ravishankar, Inmaculada Tomeo-Reyes & Araceli Martinez Ortiz. (2024) Design of a simple rubric to peer-evaluate the teamwork skills of engineering students. European Journal of Engineering Education 49:4, pages 623-646.

Keywords: Self-assessment, peer assessment, teamwork.