2026-05-26T23:27:40Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/114842026-03-21T01:05:41Zcom_10259_5498com_10259_5086com_10259_2604com_10259_6171col_10259_5499col_10259_6172
Repositorio Institucional de la Universidad de Burgos
author
Revilla Cuesta, Víctor
author
Hernando Revenga, Manuel
author
Martín Para, Ismael
author
Skaf Revenga, Marta
author
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.
eng
Atribución 4.0 Internacional
University teaching
Engineering education
Critical thinking
Self-criticism
Peer-to-peer criticism
Temporal survey
Itemized assessment
Likert scale
Statistical analysis
Qualitative analysis
Effectiveness of Temporal Survey-Based Programs for Teaching Critical Thinking Skills in Engineering Courses: Analysis of Final Assessments
info:eu-repo/semantics/article
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URL
https://riubu.ubu.es/bitstream/10259/11484/1/Revilla-es_2026.pdf
File
MD5
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application/pdf
Revilla-es_2026.pdf