<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772017000100055</article-id>
<article-id pub-id-type="doi">10.1590/S1414-40772017000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Online Peer Assessment no ensino superior: uma revisão sistemática da literatura em práticas educacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Online peer assessment in higher education: a systematic review of literature in educational practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Selma dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Clara Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[Maria Assunção]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>55</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772017000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772017000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772017000100055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Neste artigo procedemos a uma revis&#227;o sistem&#225;tica da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediada por Tecnologias Digitais de Informa&#231;&#227;o e Comunica&#231;&#227;o (TIC). Identificamos suas caracter&#237;sticas centrais e opcionais e mapeamos exemplos pr&#225;ticos (procedimentos e TIC) de OPA que poder&#227;o ser transversais, adapt&#225;veis e aplic&#225;veis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utiliza&#231;&#227;o da OPA como uma estrat&#233;gia que potencializa a &#8220;avalia&#231;&#227;o para a aprendizagem&#8221;. Os referenciais te&#243;ricos subjacentes, os m&#233;todos de avalia&#231;&#227;o e os tipos de TIC utilizados indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas compet&#234;ncias, dando ao aluno oportunidades com alguma regularidade, para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. H&#225; tamb&#233;m evid&#234;ncias de que dar ou produzir feedback &#233; mais ben&#233;fico para a aprendizagem do que apenas receb&#234;-lo, como tamb&#233;m &#233; cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento cr&#237;tico e a processos metacognitivos. A partir dos resultados alcan&#231;ados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a constru&#231;&#227;o do conhecimento e para a reflex&#227;o sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversifica&#231;&#227;o e na inova&#231;&#227;o das pr&#225;ticas de avalia&#231;&#227;o no sentido de potenciar aprendizagens e resultados acad&#234;micos, em aten&#231;&#227;o &#224;s necessidades de aprendizagem que se manifestam frente as expectativas da educa&#231;&#227;o atual e futura e &#224;s exig&#234;ncias da sociedade. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  In this research a systematic review of literature about Online Peer Assessment (OPA) in higher education, mediated by Information and Communication Technology (ICT), was carried out. Optional and central characteristics and its practices (procedures and ICT) were identified and mapping. These procedures and practices may be transversal, adaptable and applied in several curriculum units and educational regimes. The results point to the use of OPA as a strategy that enhances &#8220;assessment for learning&#8221;. The theoretical framework, the methods of assessment and the kinds of ICT used indicate directions for greater involvement and responsibility from the part of the student in his/her learning. Theoretical framework identifies the need to develop students&#8217; skills, providing them with opportunities for self-assessment and peer assessment on a regular basis through constructive feedback. There is also evidence that to give or receive feedback is more beneficial for learning than just receiving it. It is also cognitively more demanding and directs the students to critical thinking and metacognitive processes. From the results obtained, OPA is seen as a cognitive tool, contributing to the building of knowledge and to reflection about learning. Issues for further reflection are also identified such as the creative development of assessment methods with a focus on diversity and innovation in order to enhance students&#8217; learning and academic results, taking into account their learning needs in face of the expectations of current and future education and the demands of society. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação no ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Online peer assessment]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação digital]]></kwd>
<kwd lng="en"><![CDATA[Online peer assessment]]></kwd>
<kwd lng="en"><![CDATA[Assessment in higher education]]></kwd>
<kwd lng="en"><![CDATA[Digital assessment]]></kwd>
</kwd-group>
</article-meta>
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