<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000200431</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.052.ds06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autoavaliação e avaliação pelos pares: uma análise de pesquisas internacionais recentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Self and peer assessment: an analysis of recent international researches]]></article-title>
<article-title xml:lang="fr"><![CDATA[L'auto-évaluation et l&#8217;évaluation par les pairs: une étude sur les recherches internationales récentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Carla Barroso da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université de Montréal  ]]></institution>
<addr-line><![CDATA[Montréal ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>52</numero>
<fpage>431</fpage>
<lpage>453</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000200431&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000200431&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000200431&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Uma revisão de artigos publicados em dois periódicos internacionais - Assessment and Evaluation in Higher Education e Active Learning in Higher Education - sobre autoavaliação e avaliação pelos pares, nos últimos sete anos (2010-2016), é o objetivo maior deste estudo. Uma análise detalhada dos artigos coloca em evidência diversos benefícios ligados a esses processos de regulação tão presentes no desenvolvimento de metodologias ativas de aprendizagem, como o melhor desempenho dos estudantes nas disciplinas e maior interação entre os membros do grupo. No entanto, limites são também identificados, como a necessidade de realizar retroações claras e pertinentes, assim como de associar os tópicos de estudo, para que esses processos de regulação façam sentido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A review of articles published in two international journals - Assessment and Evaluation in Higher Education and Active Learning in Higher Education on - self-assessment and peer assessment, over the last seven years (2010-2016), is the subject of this paper. A detailed analysis of the articles reveals several benefits related to these processes of regulation used intensively in active learning methodologies, such as the better performance of students in the subjects, and greater interaction among group members. However, limits are also identified to these processes of regulation, such as the need to carry out clear and pertinent feedbacks, as well as the association between the topics of study.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;étude des articles publiés dans deux revues internationales - Assessment and Evaluation in Higher Education et Active Learning in Higher Education - sur l'auto-évaluation et l'évaluation par les pairs, au cours des sept dernières années (2010-2016), est l'objectif de cette recherche. Une analyse détaillée des articles met en évidence plusieurs avantages associés à ces processus de régulation constamment développés lorsque les professeurs utilisent les méthodes d'apprentissage actif. Ainsi, une meilleure performance des étudiants dans les cours et une plus grande interaction entre les membres du groupe sont des exemples vérifiés par les articles. Cependant, des limites sont également identifiées, comme le besoin d'effectuer des rétroactions claires et pertinentes, ainsi que l'importance d&#8217;une association entre les contenus étudiés dans les cours pour que la régulation puisse être perçue comme importante par les étudiants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoavaliação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação pelos pares]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação para a aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Self-assessment]]></kwd>
<kwd lng="en"><![CDATA[Peer assessment]]></kwd>
<kwd lng="en"><![CDATA[Assessment for learning]]></kwd>
<kwd lng="fr"><![CDATA[Auto-évaluation]]></kwd>
<kwd lng="fr"><![CDATA[Évaluation par les pairs]]></kwd>
<kwd lng="fr"><![CDATA[L'évaluation pour l'apprentissage]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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