Evaluación por pares en el contexto del ABP, un planteamiento transversal y cohesionador para las titulaciones universitarias

Two of the main objectives pursued by teaching innovation are the acquisition of transversal competences and the adaptation and improvement of the evaluation and grading systems. Regarding the first, it is already evident that, along with academic knowledge, developing other capacities such as teamwork, leadership or autonomous learning is a complementary but fundamental question. These skills make it possible to apply academic knowledge to its full potential, and in a modern society, access the labour market with guarantees. The evaluation and grading systems considered as element of the learning process should help and guide the student to identify their strengths and weaknesses, also in these matters. In doing so, the two elements contribute to notable successes in environments such as PBL. To do this, peer review brings unquestionable benefits, but it also entails risks and difficulties. The pandemic year also forced to chase new alternatives. In this work we present two solutions adopted in the Design Workshop I subject, of the Degree in Industrial Design Engineering and Product Development at the University of Zaragoza