A Case Study in Peer Evaluation for Second Language Teachers in Training

Abstract

This chapter provides a case study of master’s level second-languageteachers in training who used self and peer evaluation within a capstonecourse in their program. Two differing sections are reported; one wasconducted entirely online, and the second was conducted face-to-face witha significant portion of online collaboration required. The author was aparticipant observer conducting this action research. Both courses requiredstudents to evaluate peers using various techniques including online quizinstruments, immediate chat-feedback quizzes, and peer evaluation rubrics.In addition, participants evaluated themselves both on the skills of teachingdemonstrated and on their participation within the community. At least onefourth of each course grade was determined by peer evaluation. E-assessment strategies are detailed, and suggestions for future online peerassessment are given from this case to guide tertiary-level colleagues’future peer evaluation efforts in the best sense of online collaborativediscourse.