Self-Assessment And Co-Assessment As A Metacognitive Tool In Training Future Primary Teachers

The aim of this work was to develop a specific training for future primary teachers that was useful in acquiring skills regarding formative assessment, based on feed-back theories about assessment, and particularly in self-assessment and co-assessment. It was performed on the virtual campus (powered by Moodle) and focused on problem solving. Three tasks were proposed to be undertaken on the Moodle-based institutional virtual campus. Each task consisted of a two-stages procedure: first students had to solve one problem, second, they had either to self-assess their work or co-asses else's work. Results show an increasing degree of difficulty when the assessment criteria were less detailed, but also a remarkable degree of reflection about own and else's performance for solving. Apart from results regarding the problems, two questionnaires were applied, asking about the difficulties that students found in solving, self-assessing and co-assessing. The overall result was very interesting, since metacognition was present in many of the students' answers. Nevertheless, several weaknesses were pointed out and they are going to be considered for developing a similar experience in the following year.