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What is Peer Assessment

Chapter 11
Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
An evaluation among equals of the teaching practice.
Published in Chapter:
Teaching Physical Education Through English: Promoting Pre-Service Teachers Effective Personality Through a Learning-Practice Approach
Teresa Valverde-Esteve (University of Valencia, Spain), Celina Salvador-García (Jaume I University, Castellón, Spain), and María Noelia Ruiz-Madrid (Jaume I University, Castellón, Spain)
Copyright: © 2023 |Pages: 21
DOI: 10.4018/978-1-6684-6179-2.ch011
Abstract
Applying a learning-practice approach to CLIL in teacher education may be instrumental not only to promote the development of CLIL professional skills, but also to improve pre-service teachers' ‘effective personality.' This chapter provides, first, a detailed description of a specific course of physical education teacher education that has been successfully applied for three years, in which pre-service teachers are required to implement CLIL through a learning-practice approach. Subsequently, it presents an explanatory mixed-methods study to examine how pre-service teachers' effective personality was influenced by the learning-practice approach to CLIL used. Informed by the results obtained, the chapter finishes by sharing some clues on how to foster effective personality through CLIL teacher training to help lecturers design and develop proper CLIL teacher development activities.
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More Results
Chapter 46
Internet-Based Peer Assessment in High School Settings
The learning peers act as assessors in evaluating their peers’ work.
Published in Chapter: Internet-Based Peer Assessment in High School Settings; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 7
Flipped Spiral Foreign Language Assessment Literacy Model (FLISLALM) for Developing Pre-service English Language Teachers' Language Assessment Literacy
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Chapter 14
Assessing Collaborative Learning
The evaluation of a learner by fellow group members who have the opportunity to work with an individual and see individual knowledge development and contributions to a collaborative product. Examples include Liker-scale surveys, rubrics, and team contracts.
Published in Chapter: Assessing Collaborative Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 13
E-Assessment in Portuguese Higher Education: Framework and Perceptions of Teachers and Students.
A process that involves students in assessing the performance of their peers, quantitatively and/or qualitatively; improves students' understanding of the subjects of the curricular unit, develops their metacognitive competences and promotes collaboration.
Published in Chapter: E-Assessment in Portuguese Higher Education: Framework and Perceptions of Teachers and Students.; From: Handbook of Research on E-Assessment in Higher Education
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Chapter 2
Tools for E-Assessment Techniques in Education: A Review
Often used as a learning tool, peer assessment gives students feedback on the quality of their work, often with ideas and strategies for improvement. At the same time, evaluating peers work can enhance the evaluators’ own learning and self-confidence.
Published in Chapter: Tools for E-Assessment Techniques in Education: A Review; From: Handbook of Research on E-Assessment in Higher Education
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Chapter 14
Understanding Web-Based Peer Assessment in Teacher Education
The process of students evaluating each other’s work using performance criteria.
Published in Chapter: Understanding Web-Based Peer Assessment in Teacher Education; From: Handbook of Research on Literacy and Digital Technology Integration in Teacher Education
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Chapter 4
Online Learning: Challenges and Suggestions to Enhance Student Engagement in Higher Education Institutions
Peer assessment involves students evaluating the work of their peers, providing feedback, and assigning grades based on specified criteria, promoting peer learning and self-regulation.( Topping, K., 1998 )
Published in Chapter: Online Learning: Challenges and Suggestions to Enhance Student Engagement in Higher Education Institutions; From: Reshaping Entrepreneurial Education Within an Industry 4.0 Context
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Chapter 4
The Transition From the Conventional Classroom to Remote Teaching: How to Improve Online Practices
An assessment tool that aims to allow students to evaluate their peers, but also their teachers and the tasks performed in the curricular unit. In the research presented, this questionnaire was composed mostly of closed questions, where a Likert scale of five points was used. The students were instructed to choose the option that best represented the way they behaved about each of the items presented.
Published in Chapter: The Transition From the Conventional Classroom to Remote Teaching: How to Improve Online Practices; From: Developing Curriculum for Emergency Remote Learning Environments
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Chapter 13
Design and Evaluation of a Collaborative Learning System for 3D Model Sharing
A process whereby students or their peers grade assignments or tests based on a teacher’s benchmarks to save teachers time and improve students' understanding of course materials.
Published in Chapter: Design and Evaluation of a Collaborative Learning System for 3D Model Sharing; From: Interdisciplinary and International Perspectives on 3D Printing in Education
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Chapter 4
Artificial Intelligence and Literacy Development in K–12 Schools
This is a structured process for students to critique and provide feedback to each other against success criteria related to a learning goal.
Published in Chapter: Artificial Intelligence and Literacy Development in K–12 Schools; From: Creative AI Tools and Ethical Implications in Teaching and Learning
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Chapter 16
Peer Assessment for Development of Preservice Teachers
A range of experiences from unguided/unstructured to guided/structured in which two or more preservice or inservice teachers placed in the same classroom or site have varying degrees of interaction and collaboration, and observation and provide feedback on each other’s teaching
Published in Chapter: Peer Assessment for Development of Preservice Teachers; From: Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
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Chapter 13
Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments
Is a process whereby students or their peers grade assignments or tests based on a teacher’s benchmarks. The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
Published in Chapter: Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments; From: Handbook of Research on Applied E-Learning in Engineering and Architecture Education
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Chapter 9
Student-Centered Assessment Practices: An Integrated Approach With Project-Based Learning (PBL)
A type of assessment that occurs between peers, using a set of criteria and a scale. This process could be held anonymously or not and usually takes place more than once throughout the semester (usually 3 to 4 times). Peer assessment results should be discussed (regularly) in team meetings, contributing to assure transparency and a positive teamwork environment.
Published in Chapter: Student-Centered Assessment Practices: An Integrated Approach With Project-Based Learning (PBL); From: Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning
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Chapter 6
E-Collaboration in Educational Organizations: Opportunities and Challenges in Virtual Learning Environments and Learning Spaces
A learning process whereby students grade assignments or tests of their peers, based on benchmarks provided by their teacher. Rubrics are often used in conjunction with peer-assessment. This practice is addressed to improve students’ understanding on the learning material and also enhance meta-cognitive skills.
Published in Chapter: E-Collaboration in Educational Organizations: Opportunities and Challenges in Virtual Learning Environments and Learning Spaces; From: Collaborative Convergence and Virtual Teamwork for Organizational Transformation
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Chapter 1
Support Interoperability and Reusability of Emerging Forms of Assessment Using IMS LD and IMS QTI
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Chapter 2
Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program
“Involves students providing feedback to other students on the quality of their work” ( Spiller, 2012 , p. 10) and requires that students have a good understanding of what they need to look for (e.g. from a rubric or other tool) in a peer's work.
Published in Chapter: Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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