Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education

Eather, Narelle; Riley, Nicholas; Miller, Drew; Jones, Bradley T.

doi:10.14221/ajte.2017v42n1.5

Cited by 17 publications

(20 citation statements)

References 28 publications

(46 reference statements)

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“…A positive development from previous studies investigating PDA, was that participants in this study were able to use questioning to effectively stimulate discussion (Cartney, 2010;Eather, et al, 2017). In our previous study of PDA we found inconsistency in the quality of the feedback provided by pre-service teachers, with the majority struggling to facilitate dialogue through questioning and discussion (rather than providing comments) (Cartney, 2010).…”

Section: Discussionmentioning

confidence: 67%

“…Peer dialogue assessment (PDA) is a relatively new peer-driven dialogical method of feedback showing potential as an effective and sustainable learning strategy for students in HE programs and clinical settings (Bok et al, 2013;Eather, Riley, Miller, & Jones, 2017;Molloy and Boud, 2013;Nicol, 2010). PDA situates students or learners as active participants in the feedback cycle, where they seek, generate and use feedback in the form of dialogue provided by peers to self-regulate performance on future tasks (Evans, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments

Eather

Riley²,

Miller³

et al. 2019

JETS

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This novel study investigates the effectiveness of two dialogical feedback methods, peer dialogue assessment and dialogical feedback provided by an academic, when they are used as assessment as learning tools in undergraduate physical education courses. Education students from the University of Newcastle, Australia (n=288), participated in this investigation and completed eight weeks of face-to-face on-campus physical education studies followed by a 3 or 4 week in-school teaching program (~1.5 hrs/week). Students engaged in either peer dialogue assessment or dialogue provided by an academic at the completion of each concurrent teaching session with their respective peer group or academic. Both feedback groups exhibited equivalent and significant improvements in teaching self-efficacy, teaching competence and teaching confidence. This study provides support for embedding formative assessment tasks in an authentic teaching environment in undergraduate physical education courses, and using dialogical feedback (peer or academic) to facilitate reflection and furthering learning in this context.

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Section: Discussionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments

Eather

Riley²,

Miller³

et al. 2019

JETS

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“…Coaches were involved in evaluating the session using the MASTER observation checklist (see supplemental file: Figure 1), and a group discussion was facilitated at the end of the session (approximately 45 min). This collaborative approach involves coaches in the feedback process to maximise learning and development 41,65. It also extends current practices in educational contexts such as: professional learning communities research,66 instructional ‘rounds’,34 and peer-dialogue in higher educational settings 65,67.…”

Section: Methodsmentioning

confidence: 87%

“…This collaborative approach involves coaches in the feedback process to maximise learning and development 41,65. It also extends current practices in educational contexts such as: professional learning communities research,66 instructional ‘rounds’,34 and peer-dialogue in higher educational settings 65,67. Following the coach assessment and reflection session, coaches continued implementing MASTER strategies in their normal training sessions and were required to undertake two peer observations of a colleague (using the MASTER observation checklist).…”

Section: Methodsmentioning

confidence: 99%

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in netball: The MASTER coaching randomized control trial

Eather

Miller

Jones

et al. 2020

International Journal of Sports Science & Coaching

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The aim of this randomized controlled trial was to evaluate the impact of a novel 8-week coach development intervention (MASTER) on game-based coaching practices of netball coaches from one netball club (n = 16; 8 intervention, 8 active-control; NSW Australia), and player outcomes for the junior athletes being coached. The multi-component MASTER intervention aimed to educate coaches on how to design and implement high quality game-based coaching sessions. The core pillar of MASTER is ‘positive coaching,’ delivered through games-based coaching practices. At baseline and 10-weeks, two coaching sessions per coach were filmed and assessed using the MASTER assessment tool. Players (8-16yrs; n = 85) were videoed during structured gameplay, with three aspects of game play assessed using Game Performance Assessment Instrument. Coaches and players (n = 75; 12-16yrs) completed a perceptions questionnaire. Using linear mixed model ITT analysis, significant interventions effects were observed for the primary outcome: percentage of time spent performing playing-form activities [25.7% (95% CI (7.79-43.65), P = 0.008, d = 1.52]. Significant interventions effects were also observed for coach perceptions, player game skills, and player self-perceptions (P < 0.05). No significant changes were observed for player enjoyment, motivation, or wellbeing. The MASTER program was effective in improving coach and player self-perceptions, and coaching practices of netball coaches during training sessions.

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“…Similarly, the use of peer dialogue assessment was researched by Eather et al, (2017) in physical education PST. They found significant improvements in perceived teaching confidence and competence, and teaching self-efficacy based on self-reports.…”

Section: Overview Of Studies (A) Studies Based On Peer Assessment Of mentioning

confidence: 99%

Peer Assessment of Teacher Performance. What Works in Teacher Education?

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2020

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which rely on peers as a source of information and collaborative learning are still scarce (Charalambous, Hill and Ball, 2011, Ratminingsih, Artini and Padmadewi, 2017). Indeed, the evidence supporting PA is less robust than other types of assessment in the educational field (Li et al. 2020), which constitutes a research problem, not only for teacher educators bur for decision-makers in this field. The studies which form the subject of this review, focus on pre-service teachers (PST) teaching performance-rather than on more typical peer-assessed tasks such as written assignments (e.g. Tsai, Lin and Yuan, 2002). Although other prior reviews of PA exist (e.g., Gielen, Dochy, and Onghena, 2010; Li et al. 2020; van Zundert et al. (2010)), these are not focused on teaching performance nor were developed for teacher education. Hence, the present review analyzes a more specific area. Its purpose is to orient stakeholders to critical aspects of the design of PA in teacher education which are empirically based and focused on issues that require further research in order to gain sufficient understanding. We start by defining PA, its benefits and disadvantages, followed by the essential organizational features and its implementation. After this, the reviewed studies are discussed in terms of outline trends and connection of principles for PA in pre-service teachers and practical implications for working PA in teacher education.

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Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education

Cited by 17 publications

References 28 publications

Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments

Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in netball: The MASTER coaching randomized control trial

Peer Assessment of Teacher Performance. What Works in Teacher Education?

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