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What is Structured Isolation

Chapter 16
Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
The practice of teachers independently and privately conducting teaching and learning activities.
Published in Chapter:
Peer Assessment for Development of Preservice Teachers
Lorraine Gilpin (Georgia Southern University, USA), Yasar Bodur (Georgia Southern University, USA), and Kathleen Crawford (Georgia Southern University, USA)
Copyright: © 2009 |Pages: 18
DOI: 10.4018/978-1-60566-667-9.ch016
Abstract
Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.
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