Perceptions of Prospective Teachers about Peer Assessment as a Tool for Reflective Practices
DOI:
https://doi.org/10.26710/reads.v5i2.623Keywords:
Peer Assessment, Reflective Practices, Feedback, Teacher Education Programs.Abstract
Peer assessment is a collaborative learning method that assists students to have a control of their learning and involve them in reflective process. This study focuses on exploring the perceptions of prospective teachers about use of peer assessment as a reflective tool in classrooms of teacher education programs. This study was quantitative in nature and used descriptive research design. All prospective teachers enrolled in the bachelor programs of teacher education programs (i.e., BS and B.Ed. Hon. Elementary) of public sector universities of Pakistan served as population of the study. Using multistage purposive sampling technique, a sample of 1374 prospective teachers was selected. For seeking prospective teachers’ opinion, a questionnaire comprising 17 items on a five-point Likert scale, was developed. Questionnaire was validated by experts. Reliability of questionnaire was ensured with Cronbach alpha value of 0.79. For data analysis, both descriptive and inferential statistics were used. From analysis of data, it was found that prospective teachers perceive that they are sometimes equipped with necessary skills for involving in peer assessment and occasionally their teachers provide them necessary tools to carry out peer assessment for the reflective learning. It was also found that majority of students agree that peer assessment helps them in identifying their weaknesses and strengths more effectively. While prospective teachers reported that peer assessment is an activity that takes a lot of time and it carries biasness with its procedure. It is, however, recommended that peer assessment might be an important component of classroom teaching and learning practices. It is further recommended that promotion of peer assessment in classrooms may be used as a tool for creation of reflective teaching and learning environment.
References
Adachi, C., Tai, J. H. M., & Dawson, P. (2018). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294-306.
Ahmed, S. A., & Van Der Molen, H. T. (2010). Student perception of peer critique of student-selected study components in a forensic medicine curriculum. Journal of Medicine & Biomedical Sciences, (4).
Black, P. Harrison, C., & Lee, C. (2003). Assessment for learning: Putting it into practice. McGraw-Hill Education (UK).
Bloxham, S., & West, A. (2004). Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29(6), 721-733.
Bloxham, S., & Boyd, P. (2007). Developing Effective Assessment in Higher Education: A Practical Guide. McGraw-Hill Education (UK).
Boud, D., and R. Soler. (2016). Sustainable Assessment Revisited. Assessment & Evaluation in Higher Education 41(3), p. 400–41
Brown, S., Rust, C., & Gibbs, G. (1994). Strategies for diversifying assessment in higher education. Oxford Centre for Staff Development.
Carless, D. (2013). Sustainable Feedback and the Development of Student Self-evaluative Capacities. In Reconceptualizing Feedback in Higher Education: Developing Dialogue with Students, edited by D. Carless and M. Taras, 113–122. New York: Routledge
Cartney, P. (2014). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. In Approaches to Assessment that Enhance Learning in Higher Education (pp. 71-84). Routledge.
Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and instruction, 20(4), 328-338.
Davies, P., (2009). Review and reward within the computerized peer assessment of essays. Assessment and Evaluation in Higher Education, 34(3), pp. 321-333.
Egodawatte, G. (2010). A Rubric to Self-Assess and Peer-Assess Mathematical Problem-Solving Tasks of College Students. Acta didactica napocensia, 3(1), 75-88.
Falchikov, N. & Goldfinch, J., 2000. Student Peer Assessment in Higher Education: A Meta- Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70(3), pp. 287- 322
Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self assessments. Assessment and Evaluation in Higher Education, 11(2), 146-166.
Falchikov, N. (1996). Improving learning through critical peer feedback and reflection. In Different Approaches: Theory and Practice in Higher Education. Proceedings of HERDSA Conference.
Foley, S. (2013). Student views of peer assessment at the International School of Lausanne. Journal of Research in International Education, 12(3), 201-213.
Gielen, S. (2007). Peer assessment as a tool for learning. Retrieved from….
Kaufman, J. H., & Schunn, C. D. (2011). Students’ perceptions about peer assessment for writing: their origin and impact on revision work. Instructional Science, 39(3), 387-406.
Kearney, S. (2013). Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875-891.
Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344-348.
Langan, M., & Wheater, C. P. (2003). Can students assess students effectively? Some insights into peer-assessment. Learning and Teaching in ACTION, 2(1).
McGarrigle, J.G.P. (2011) Self and Peer Assessment. Paper presented at Assessment in HE Conference, University of Cumbria, Carlisle, UK
Patton, C. (2012). Some kind of weird, evil experiment’: student perceptions of peer assessment. Assessment & Evaluation in Higher Education, 37(6), 719-731.
Reinholz, D. (2016). The Assessment Cycle: A Model for Learning Through Peer Assessment.” Assessment & Evaluation in Higher Education 41 (2): 301–315.
Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research, 77(4), 534-574.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144.
Siow, L. F. (2018). Students’ Perceptions on Self-and Peer Assessment in Enhancing Learning Experience. MOJES: Malaysian Online Journal of Educational Sciences, 3(2), 21-35.
Sluijsmans, D., Dochy, F., & Moerkerke, G. (1998). Creating a learning environment by using self-, peer-and co-assessment. Learning environments research, 1(3), 293-319.
Stegmann, K., F. Pilz, M. Siebeck, and F. Fischer. (2012). Vicarious Learning During Simulations: Is it More Effective than Hands-on Training?” Medical Education 46 (10): 1001–1008.
Sung, Y. T., Chang, K. E., Chiou, S. K., & Hou, H. T. (2005). The design and application of a web-based self-and peer-assessment system. Computers & Education, 45(2), 187-202.
Suñol, J. J., G. Arbat, J. Pujol, L. Feliu, R. M. Fraguell, and A. Planas-Lladó. (2016). Peer and Self-assessment Applied to Oral Presentations from a Multidisciplinary Perspective.” Assessment & Evaluation in Higher Education 41(4): 622–637.
Swaffield, S. (2011). Getting to the heart of authentic assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433-449.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of educational Research, 68(3), 249-276.
Topping, K., 2009. Peer Assessment. Theory into Practice, 48(1), pp. 20-27.
Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment & Evaluation in Higher Education, 34(2), 221-230.
Wiliam, D., (2011). What is assessment for learning? Studies in Educational Evaluation, 37, pp. 3-14.
Wood, D., & Kurzel, F. (2008). Engaging students in reflective practice through a process of formative peer review and peer assessment. ATN Assessment, 1(1).
Wu, C., E. Chanda, and J. Willison. (2014). Implementation and Outcomes of Online Self and Peer Assessment on Group Based Honors Research Projects. Assessment & Evaluation in Higher Education 39(1): 21–37.