The peer assessment as a tool for the acquisition of complex knowledge

Self-assessment and peer assessment are presented as methodologies promoting shared teaching, allowing students to co-learn within a self-directed learning model. The authors analyzed the impact of peer assessment on students’ academic performance in the Intermediate Macroeconomics course of the University of Alicante (Spain). A quasi-experimental research design with an equivalent control group was used, involving 121 students. Results show that the methodology had a positive, statistically significant effect on academic performance and the students’ final course grades. It is concluded that peer assessment, as part of a participatory paradigm, encourages self-assessment, co-assessment, and meaningful feedback. Its implementation can be successful if guided by clear criteria, precise rubrics, and complete ethics, scientific honesty, and transparency, improving students’ academic performance and contributing to teaching quality enhancement.