RT info:eu-repo/semantics/article
T1 Effectiveness of Temporal Survey-Based Programs for Teaching Critical Thinking Skills in Engineering Courses: Analysis of Final Assessments
A1 Revilla Cuesta, Víctor
A1 Hernando Revenga, Manuel
A1 Martín Para, Ismael
A1 Skaf Revenga, Marta
A1 Ortega López, Vanesa
K1 University teaching
K1 Engineering education
K1 Critical thinking
K1 Self-criticism
K1 Peer-to-peer criticism
K1 Temporal survey
K1 Itemized assessment
K1 Likert scale
K1 Statistical analysis
K1 Qualitative analysis
K1 Evaluación de la calidad educativa
K1 Educational evaluation
K1 Enseñanza superior
K1 Education, Higher
AB Peer- and self-critical skills are key to properly performing engineering work, as they allow engineering students to develop critical thinking regarding the quality standards required in this professional field. This research aimed to determine whether educational experiences based on temporal survey-based programs enabled the successful development of these skills in students enrolled in six courses in the final years of their engineering degrees. To this end, an educational experience of such a nature was implemented throughout a complete academic year, aimed at fostering peer- and self-critical skills through continuous formative assessment. The experience involved six student presentations evaluated by both teachers and peers using a Likert-scale survey encompassing four dimensions: explanatory ability, file quality, attitude, and overall assessment. Subsequently, these assessments were provided to students to encourage reflection on the scores assigned and their own work. The results revealed strong alignment between teacher and peer evaluations, with average deviations below 7%, demonstrating effective development of peer-critical competences. These results were also verified by means of analyses of variance. The greatest consistency was found in “explanatory ability” and “overall assessment,” while “file quality” and “attitude” showed wider variability, experience playing a key role in their precise evaluation. Peer evaluations tended to be more uniform than teachers’, reflecting students’ limited experience in discerning subtle performance differences. Additionally, 30% of students expressed willingness to repeat their final presentation to achieve a higher grade, evidencing substantial self-critical reflection. Qualitative analysis conducted through deductive cross-coding indicated that this motivation stemmed from both intrinsic self-improvement and peer-related responsibility. Overall, the results confirm that sustained peer- and self-assessment activities can effectively cultivate critical thinking skills among engineering students, although continuous practice is required to consolidate these competences. Future research could explore the more adequate course types, and students’ ages to perform such kind of educational experiences.
PB MDPI
SN 2227-7102
YR 2026
FD 2026-02
LK https://hdl.handle.net/10259/11484
UL https://hdl.handle.net/10259/11484
LA eng
NO This research was funded by the University of Burgos through the funding program “Convocatoria de ayudas a Grupos de Innovación Docente reconocidos para la elaboración de materiales docentes para los años 2025 y 2026”.
DS Repositorio Institucional de la Universidad de Burgos
RD 04-may-2026