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espanolEl trabajo en grupos interdisciplinares, la toma de decisiones, la resolucion de problemas, las habilidades interpersonales, la capacidad critica y autocritica, el liderazgo, etc., son competencias que exigen a docentes de escuela y universidad la redefinicion continua de nuevos metodos de evaluacion, que permitan valorar la adquisicion de habilidades, capacidades y conocimientos por parte del alumnado. El objetivo de esta intervencion se centra en la implementacion y valoracion de una metodologia cooperativa y evaluacion dialogada basada en dinamicas de role-playing. Se contextualiza en la asignatura de Juegos y habilidades motrices basicas del segundo curso del Grado en Ciencias de la Actividad Fisica y del Deporte de la Universidad Europea Miguel de Cervantes durante el curso 2019. En esta investigacion descriptiva han participado 44 estudiantes, que debian de disenar, organizar e impartir una practica cooperativa (3-4 estudiantes por grupo) al resto de companeros. Al final de semestre, se llevo a cabo una encuesta de valoracion del proceso mediante un cuestionario perteneciente al Proyecto de Innovacion Educativa “Alumnos que ensenan a alumnos” de la misma universidad. Los resultados reflejan una alta satisfaccion del estudiantado respecto a la ensenanza y evaluacion entre iguales, reconociendo una mayor implicacion personal en su propio aprendizaje y en el de los demas. EnglishWorking in interdisciplinary groups, decision making, problem solving, interpersonal skills, critical and self-critical ability, leadership, etc., are competencies that require school and university teachers to continually redefine new evaluation methods, which allow to assess the acquisition of skills, abilities and knowledge by students. The objective of this intervention is focused on the implementation and evaluation of a cooperative methodology and dialogue evaluation based on role-playing dynamics. It is contextualized in the subject of Basic games and motor skills of the second year of the Degree in Physical Activity and Sports Sciences of the European University Miguel de Cervantes during 2019. In this descriptive investigation 44 students participated, who had to design, organize and impart a cooperative practice (3-4 students per group) to the rest of their classmates. At the end of the semester, a process assessment survey was carried out by means of a questionnaire belonging to the Educational Innovation Project “Students who teach students” of the same university. The results reflect high student satisfaction with peer teaching and evaluation, recognizing greater personal involvement in their own learning and that of others.

Role-playing y diálogo como protagonistas en la evaluación entre iguales: una experiencia de aprendizaje cooperativo