Dual-evaluation with formative peer-assessment by rubrics: A teaching experience in Business and Economics studies

This paper shows the implementation of a learning experience based on formative peer feedback. The experience consists in the grading of an individual assignment using a dual-evaluation with peer's assessments method using rubrics. We develop this experience in a variety of subjects corresponding to three different Bachelor's degrees related to Business and Economics and gather the student's reflections about how this learning experience has influenced the acquisition and development of a set of generic competencies. Overall, students value positively the experience. In general, they consider that the ability to evaluate and maintain the quality of work produced and the determination and perseverance in the tasks given and responsibilities taken are the competencies most developed with this learning experience. This opinion is pervasive across the different characteristics of the students. Considering the kind of task, the ability to identify, pose and resolve problems is the competency most developed for the students that solve a practical exercise.