The evolution of the Information and Communication Technologies is causing deep
social changes. This transformation raises new educational challenges, stemmed
from the necessity to train the individuals for the Knowledge Society.
In parallel, current pedagogical trends emphasize three key factors in the
On one hand, the active role played by the student, main character of his/her
own formative development. On the other hand, the social nature of learning,
insisting on the importance of interactions among the students and collaborative
learning. Finally, the need to adapt the learning process according to student's
characteristics, in response to cognitive learning models.
According to novel pedagogical models, the introduction of Information and
Communication Technologies in the educational context gives new chances, making
easy student monitoring, access to personalized contents and interaction among
the different actors involved in the process, generating scenarios in which
students' active participation and initiative prevail.
Therefore, during the last decades the educational activity has been
experimenting deep changes, reflection of the social transformation, the
evolution of the pedagogical theories on which it is based and the introduction
of new technologies. Evaluation, as an inherent part of the educational process,
is also affected by this evolution. Thus, a peak of alternative evaluation
models, characterized by active participation of the students and a strong
formative propose, can be witnessed.
Among them, peer review fits naturally in the current pedagogical framework,
making the students take the responsibility of evaluation and facilitating
knowledge exchange by means of collaboration between authors and reviewers.
Nevertheless, application of peer review in educational environments usually
follows a non-differentiating approach, ignoring the guidelines about adaptation
promoted by the very same schools of pedagogy on which it is based.
This thesis tackles the problem of integrating adaptation to the student,
essential for current pedagogy, in the educational peer review methodology.
As a result of the study of pedagogical models, it is proposed the influence of
the student's cognitive profile in the results of the peer review process, and
the consequent need for adapting such process depending on students'
characteristics. The analysis of the activities and learning mechanisms related
to peer evaluation leads to identify the author-reviewer matching process as the
characteristic mechanism of the methodology in which the adaptation should be
Based on the previous premises, a generic, flexible, expressive and intuitive
model has been proposed for specifying the criteria to be applied for matching
the reviewers. In order to facilitate the adoption of the proposed methodology,
a reviewers assignment system has been developed which, based on the latter
model, allows to consider pedagogical and adaptive criteria in the process of
reviewers selection, in addition to the validity requirements intrinsic to the
Finally, a main objective of this thesis has been its empiric evaluation,
which has led to the application of the proposed methodology to real educational
application to two completely different subjects has allowed to contrast and
adjust the theoretical ideas proposed, and to evaluate the validity, capacity
for generalization of the proposed model as well as the developed
system. Experimental results validate the hypothesis on which this thesis is
based, confirming the influence of the student's level of knowledge and the
effect of the reviewers matching criteria in the process results.