This study compares two types of activities involving narrative text revision: the first one consists in a traditional evaluation by teachers and the second one involves iterative co-evaluation with a rubric. A total number of 128 Primary school learners that were randomly assigned to the two types of assessment took part in this study. They were asked to write a composition that was assessed with the assigned evaluation procedure in each case. After the evaluation process (by means of hetero-evaluation or iterative co-evaluation), the participants completely rewrote their compositions. A standardized test (PROESC: assessment of writing processes) and a rubric were applied in order to analyze the improvements in the new versions of the compositions. The narrations were also marked by four teachers, unaware of the research. The number of changes introduced by the participants in the second version of the narrations was also counted. The results show that 76% of the subjects that were assessed by means of iterative co-evaluation introduced the changes suggested by their peers as opposed to 86% of the learners in the other group that incorporated the modifications indicated by their teacher. The process of iterative co-evaluation with rubric resulted in a clear improvement in the organization and contents of the narrative texts (mainly in the description of the characters and in the story setting) while the students assessed by their teachers improved, significantly, their grammar and, above all, spelling mistakes.Resumen: En esta investigación se compararon dos tipos de actividades de revisión de textos narrativos: una de evaluación tradicional por parte del profesor y otra de coevaluación iterativa con rúbrica (CIR). Un total de 128 alumnos de Educación Primaria, asignados aleatoriamente a ambas modalidades de evaluación, redactaron una narración que, tras el proceso de heteroevaluación o de coevaluación, respectivamente, fue posteriormente English version: pp. 184-198 / Versión en español: pp. 199-213 re-escrita por completo. Para analizar las mejoras en las narraciones se aplicó una prueba estandarizada (PROESC) y una rúbrica. Las narraciones fueron también calificadas por cuatro maestros, ajenos a la investigación. Por último, se contabilizaron el número de cambios introducidos por los sujetos en la segunda versión del relato. Los resultados muestran que el 76% de los sujetos que participaron en la actividad de CIR introdujo las sugerencias de mejora aportadas por los compañeros, frente a un 86% que incorporó modificaciones indicadas por el profesor. Las actividades de CIR desencadenaron una mejora significativa en la organización y el contenido de la narración (principalmente en la descripción de los personajes y del marco en el que ocurre la historia); mientras que los alumnos que fueron evaluados por el profesor mejoraron significativamente en los aspectos gramaticales y, sobre todo, ortográficos.Palabras clave: aprendizaje cooperativo; evaluación por pares; rúbrica; escritura; Educación PrimariaThe act of w...

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These findings are consistent with previous studies which support the possibility of generating, at low cost, iconic materials (with maps or simple graphics), which progressively facilitate workers' autonomy, without dependence or help from the job trainer. We observed that the worst performance is in the support condition with VIs, this shows the limitations of this type of natural support, which is provided on demand by work mates without specialist knowledge of work support. Implications for Rehabilitation We studied the use of various types of natural support for people with intellectual disability in their workplace. The findings suggest that, with some brief training, the simple use in the workplace of graphic help on a card can increase between 20 and 30% the quality of performance of certain work tasks carried out by workers with intellectual disability. This advantage contrasts with the high cost or lower "manageability" of other material resources of natural support based on the use of technology.