El desarrollo del aprendizaje autorregulado en educación superior puede darse a través del fomento del juicio evaluativo, el cual, a su vez, puede adquirirse mediante procesos de evaluación entre iguales o de autoevaluación en los que se proporcione un feedback proporcionando andamiaje a los componentes cognitivos, metacognitivos y afectivos de la autorregulación. La tecnología puede suponer un valor añadido en dicho proceso. Sin embargo, la literatura parece apuntar usos de la tecnología más instrumentales que favorecedores de la autorregulación. En el presente artículo se presentan los resultados de un proceso de revisión sistemática sobre las aportaciones recientes que la bibliografía de referencia realiza en torno al rol de la tecnología para soportar el feedback. Los hallazgos muestran que, pese al aumento de aplicaciones y posibilidades técnicas que ofrecen las tecnologías digitales, el uso que se le da sigue estando vinculado a la gestión y almacenamiento de los datos, a la rapidez y facilidad de la calificación o, en algunos casos, al aumento de la motivación de los estudiantes. Sin embargo, los beneficios del uso de la tecnología en términos de los procesos de aprendizaje autorregulado que dichas tecnologías podrían reportar con un uso activo de los estudiantes siguen siendo todavía un campo pendiente para la investigación.

One of the main generic competencies in Higher Education is “Learning to Learn”. The key component of this competence is the capacity for self-regulated learning (SRL). For this competence to be developed, peer feedback seems useful because it fosters evaluative judgement. Following the principles of peer feedback processes, an online peer feedback proposal was created in the context of complex tasks in several degree courses (n = 448 students) at the University of Barcelona. A specific didactic sequence supported by digital technologies through Moodle was designed and validated after a deep analysis of the theoretical underpinnings of SRL models. A peer review proposal was ratified by the students, who pointed out the benefits of both receiving and, especially, giving feedback. The integration of Moodle tools with external tools such as Personalized Learning Design was highly valued by reviewers (n = 3 expert judges) and the possibilities for students to monitor their own progress through task completion was revealed as a positive aspect. Furthermore, the creation of personalized alerts to support learning processes also received a very high rating. The final model includes the changes derived from the validation process and suggests a reliable technology-supported intervention in an LMS, which is transferable to a larger scale.

This article examines an innovation in teaching-learning and assessment processes through the use of a platform called the Competency Assessment Tool (CAT). It allows for the tracking of student blogs with the objective of improving self-reflective processes and providing feedback. The experiment was carried out in six universities in Catalonia, Spain, and involved seven different subjects. The CAT platform and its features related to the acquisition of competencies are presented, as are users’ opinions on the metacognitive and feedback processes provided by the tool. The methods used were questionnaires received by students and teachers. Results show a high level of satisfaction for all those involved and emphasise that student participation in the assessment process increases their awareness of the teaching-learning process through self-regulation procedures. The most significant result is related to the use of electronic tools as an appraisal instrument and their enhancement of competency-based assessment.

This article analyses a practice of formative peer-assessment based on an experience in university teaching innovation. From a review of the literature on feedback for self-regulation, the traits of formative assessment practices are determined and a task and the assessment criteria are designed in a consistent way with these traits. After the application of the experience, the results are discussed in terms of students’ involvement; activity performance of said experience and of the whole subject; motivation and self-perception of learning and of the competency-based development of the students. The results show positive effects on the involvement, motivation and learning perception but not on performance improvement, suggesting that future research should address the effects of self-regulating feedback on the estimated learning from objective measurements and should expand the studies of the effects of these practices on the immediate and future self-regulating capacity.

This article reports on a research project on university teaching and learning in the context of pandemics. Sixteen university professors and fifteen bachelor’s degree students were interviewed regarding “emergency e-assessment practices” during the first lockdown semester at a Spanish institution. The research aimed to understand their perception of how generic competencies were being assessed. Data were generated in semi-structured individual interviews. The main findings are: (a) generic competencies are not explicitly considered in e-assessment practices; (b) online assessment practices follow mainly a summative purpose; (c) digital technologies are not considered for the instructional design; (d) both instructors and students lack assessment literacy. Furthermore, there are difficulties in reaching a shared understanding regarding what competency-based assessment means and its implications for daily praxis. The results underline the challenge of using digital technologies for fostering and assessing generic competencies, as well as the need for assessment literacy on both sides, teachers and students.