2026-06-17T20:32:50Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/98702025-01-11T01:05:34Zcom_10259_6171com_10259_5086com_10259_2604com_10259_9332col_10259_6172col_10259_9333

Revilla Cuesta, Víctor Hurtado Alonso, Nerea Fontaneda González, Ignacio Skaf Revenga, Marta Ortega López, Vanesa 2025-01-10T13:20:02Z 2025-01-10T13:20:02Z 2024-05 http://hdl.handle.net/10259/9870 10.3389/feduc.2024.1399750 2504-284X Introduction: Engineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards. Methods: In this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher. Results: From a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience. Discussion: The results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable. The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. The authors wish to express their gratitude to the Junta de Castilla y León (Regional Government) and ERDF [grant number BU066-22]; and the University of Burgos for the funding program “Convocatoria de Ayudas a Grupos de Innovación Docente reconocidos para la elaboración de materiales docentes para los años 2023 y 2024.” application/pdf eng Frontiers Frontiers in Education. 2024, V. 9, p. 1399750 https://doi.org/10.3389/feduc.2024.1399750 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Engineering High education Critical thinking Expectations Likert-type scale survey Peer-assessment Self-assessment Gestión de empresas Organización del trabajo Industrial management Methods engineering Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Frontiers in Education 9 1399750