2026-05-27T10:50:05Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/114842026-03-21T01:05:41Zcom_10259_5498com_10259_5086com_10259_2604com_10259_6171col_10259_5499col_10259_6172

Revilla Cuesta, Víctor Hernando Revenga, Manuel Martín Para, Ismael Skaf Revenga, Marta Ortega López, Vanesa 2026-03-20T12:46:52Z 2026-03-20T12:46:52Z 2026-02 2227-7102 https://hdl.handle.net/10259/11484 10.3390/educsci16020306 2227-7102 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. 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”. application/pdf eng MDPI Education Sciences. 2026, V. 16, n. 2, 306 https://doi.org/10.3390/educsci16020306 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess University teaching Engineering education Critical thinking Self-criticism Peer-to-peer criticism Temporal survey Itemized assessment Likert scale Statistical analysis Qualitative analysis Evaluación de la calidad educativa Enseñanza superior Educational evaluation Education, Higher Effectiveness of Temporal Survey-Based Programs for Teaching Critical Thinking Skills in Engineering Courses: Analysis of Final Assessments info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Education Sciences 16 2 306