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Peer Assessment for Development of Preservice Teachers

Peer Assessment for Development of Preservice Teachers

Lorraine Gilpin, Yasar Bodur, Kathleen Crawford
Copyright: © 2009 |Pages: 18
ISBN13: 9781605666679|ISBN10: 160566667X|EISBN13: 9781605666686
DOI: 10.4018/978-1-60566-667-9.ch016
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MLA

Gilpin, Lorraine, et al. "Peer Assessment for Development of Preservice Teachers." Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education, edited by Christopher S. Schreiner, IGI Global, 2009, pp. 263-280. https://doi.org/10.4018/978-1-60566-667-9.ch016

APA

Gilpin, L., Bodur, Y., & Crawford, K. (2009). Peer Assessment for Development of Preservice Teachers. In C. Schreiner (Ed.), Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education (pp. 263-280). IGI Global. https://doi.org/10.4018/978-1-60566-667-9.ch016

Chicago

Gilpin, Lorraine, Yasar Bodur, and Kathleen Crawford. "Peer Assessment for Development of Preservice Teachers." In Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education, edited by Christopher S. Schreiner, 263-280. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-667-9.ch016

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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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