Peer-assessment provides students with multiple benefits during their learning process.The aim of our study is to examine students' perception of peer-assessment.Questionnaires were administered before and after the peer-assessment process to 416 students studying eleven different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as both a motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students' abilities to peerassess.

La transición hacia un nuevo modelo de enseñanza-aprendizaje, que está viviendo la educación superior en España, plantea cambios muy importantes con respecto a la formación actual, fruto del proceso de adaptación de los estudios al espacio europeo de educación superior. La adaptación al EEES genera un cambio de óptica que afecta no sólo al procedimiento de diseño de los nuevos planes y a la organización de los contenidos, sino que va mucho más allá e implica cambios radicales en las metodologías de enseñanza y evaluación que se han desarrollando hasta ahora en el marco de la universidad española. En este artículo presentamos el marco organizativo de las nuevas titulaciones en España y señalamos los cambios principales que se configuran a partir de la normativa estatal para analizar cuáles son los principales retos que comporta la adaptación de estos estudios al EEES: el tránsito/transformación de las competencias al diseño curricular (organización de la estructura del plan de estudios en módulos de contenidos) y la planificación de los procesos de evaluación para garantizar y mejorar el aprendizaje de las competencias profesionales. En base al análisis de expertos y de la propia experiencia profesional desarrollada en centros universitarios de España se presentan diversas orientaciones para dar respuesta a ambas cuestiones, planteando el proceso de adaptación como oportunidad de cambio y de mejora en la formación de los futuros profesionales.

Journal: Student in Higher EducationThis paper focuses on analysing student participation in university governance, with the specific aims of identifying the main obstacles to student participation and offering proposals of how to better facilitate student involvement in the functioning of the university. From research carried out on student questionnaires, teaching staff interviews and student discussion groups, we obtained information regarding the major obstacles to student participation. The methodology employed in this research allows us to compare and contrast the opinions and perceptions of students and teaching staff. Significant differences are identified that highlight the main ways for facilitating change in student participation in the university. The required changes must not only relate to improving the means by which students are informed about ways of participating, they must also influence how universities structure participatory processes, the role of the teaching staff and, specifically, the role of coordinators of those managing bodies closest to the students.

This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students' peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness.

The aim of this article is to present and discuss the situation regarding young people and youth policy in Spain via the parameters of the magic triangle linking policy, research and action: (1) the situation of young people in Spain today -some indicators are highlighted regarding the main challenges and opportunities for young people, with references to the so-called"Ni-Nis" (neither studying nor working)- and the movement of the"outraged" youth that occupied the streets of Spain"s major cities in May 2011; (2) the current approaches adopted by public youth policies in Spain and limitations and difficulties encountered by the government in attempting to meet the demands of young people; (3) social work with young people and professionals involved in youth policies. In the last section, we conclude with some open questions and proposals for the immediate futur

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Teamwork is one of the most important competences for most professionals, and it is therefore imperative that it be included in university education programmes, yet its evaluation continues to pose challenges. This paper reports on part of a study into the self and peer evaluation of teamwork, research which was carried out in order to analyse teamwork dynamics among students on degree courses in different disciplines, and how these relate to the outcome of teamwork and the grades obtained by each team member. The views of 351 students studying five subjects on five different degree courses were analysed, with participants divided into 95 groups. The results show that effective teamwork is related to higher grades and higher quality products. The weighting of the grade awarded to teamwork in the final subject grade conditions students' assessment of how well the team has functioned, as does the grade each student receives from their teammates. Those teams that view their team as functioning best distribute equal grades among their teammates. The results also show that those students who assess themselves positively do the same for their peers.

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