Online peer assessment in an inservice science and mathematics teacher education course

Wen, Meichun Lydia; Tsai, Chin Chung

doi:10.1080/13562510701794050

Cited by 62 publications

(38 citation statements)

References 27 publications

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“…Curriculum specialist claimed that using process-based and in-depth perspectives for needs assessment and taking three different instructors' perceptions helped to increase the validity and reliability of program evaluation process (Payne, 1994;Finkelflügel, Cornielje & Velema, 2008;Wen & Tsai, 2008;Karamustafaoğlu, 2009;Teddlie & Tashakkori 2009;Woltering, Herler, Spitzer& Cordon, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…They divided them into 12 groups and offered an online peer assessment activity related to their masters and PhD theses and relation to their educational activities. Using comprehensive evaluation models offers creative opportunities to develop and reconstruct the educational programs (Wen & Tsai, 2008). Related to this issue, Finkelflügel, Cornielje and Velema (2008) claimed that use of eclectic and flexible program evaluation models help improve new standards for analyzing and developing social program such as community-based rehabilitation.…”

Section: Introductionmentioning

confidence: 99%

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Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model

Çalışkan¹

2014

IJEMST

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The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based characteristics. 61 third grade classroom teachers, three instructors of science teaching methodology courses and one curriculum specialist were the participants of this study. Open-ended questionnaire, semi-structured interviews and diaries of pre-service teachers were used as data of the study. Data were analyzed in terms of phenomographic research design principles. Descriptive and content analyses were used as data analysis techniques. Needs assessment results showed that pre-service teachers found science teaching courses dominantly theoretical and they underlined that there was a big gap about the association between theory and practice in science teaching methodology course. Longitudinal needs assessment efforts, preparation of detailed course implementation plans, giving periodical feedback about the assessment process, using multi-media environments and constructivist learning principles, considering classroom management issues in the learning and teaching processes were the suggestions expressed in terms of the results.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model

Çalışkan¹

2014

IJEMST

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“…A number of prior studies calculate the correlation between SA and/or PA scores and TA scores to examine the validity of SA and/or PA (e.g. Cho, Schunn and Wilson, 2006;Wen and Tsai, 2008;De Grez, Valcke and Berings, 2010;Liang and Tsai, 2010) but again reach inconsistent conclusions.…”

Section: Self-and Peer-assessmentmentioning

confidence: 99%

“…Although the existing SA and PA literature is extensive and covers many disciplines such as medicine, dentistry and foreign languages (e.g., Stefani, 1994;Orsmond, Merry and Reiling, 1996;Longhurst and Norton,1997;Fitzgerald, White and Gruppen, 2003;Cho, Schunn and Wilson, 2006;Lindblom-ylanne, Pihlajamaki and Kotkas, 2006;Evans, Leeson and Petrie, 2007;Papinczak et al, 2007;Wen and Tsai, 2008;Matsuno, 2009;De Grez, Valcke and Berings, 2010;Lew, Alwis and Schmidt, 2010;Liang and Tsai, 2010), it has produced mixed results about the accuracy and construct validity of SA and PA. Therefore, this area of research remains a viable topic of investigation.…”

Section: Introductionmentioning

confidence: 99%

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Hassan

Fox

Hannah

2014

Accounting Education

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Self-and peer-assessment of student work is an area that is under-researched in the accounting education literature, although the subject area of study seems to influence the results obtained in prior studies. The current study contributes to the literature by examining the accuracy and construct validity of self-and peer-assessment by accounting students. It also investigates students' views about these exercises. The findings show that whilst the self-and peer-assessment of students appear to be neither accurate nor valid, the students are positive about the impact of these procedures on their learning experience. These findings indicate that, although instructors might not rely on self-and peer-assessment as measures of student performance for the purpose of summative assessment, the exercise may prove useful for formative assessment because it can promote a wide range of transferable skills.

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“…However, attitudes toward peer assessment may change over time. Studying a group of in-service teachers who were graduate students, Wen and Tsai (2008) used a three-round online peer-assessment procedure and uncovered evidence that the teachers' attitudes toward peer assessment remained positive from start to finish, but that the positiveness declined over time. Therefore, Cheng and Warren (1997) found that, from before to after a peer assessment task, first-year undergraduate students exhibited an increasingly positive shift in their attitudes toward this grading process.…”

Section: Attitude Toward Peer Assessmentmentioning

confidence: 99%

Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

Lin

2016

EURASIA J MATH SCI T

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The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the experimental group performed two rounds of online peer assessments targeting teacher performance; by comparison, the control group performed two identical rounds of peer assessment, but without the assessees' microteaching videos. The results show that the two groups experienced significantly positive changes in attitudes toward peer assessment over time. Moreover, the experimental group's perceived learning about teaching competency was lower than the control group's after completing the first-round peer assessment, but significantly increased over time.Finally, the open-ended responses show that participants regarded Facebook as a convenient tool for performing peer assessments, but voiced their concerns about Facebook's open and non-anonymous features.

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Online peer assessment in an inservice science and mathematics teacher education course

Cited by 62 publications

References 27 publications

Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model

Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

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Online peer assessment in an inservice science and mathematics teacher education course

Cited by 62 publications

References 27 publications

Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model

Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

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Product

Resources

About

Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model

Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parlettas Illuminative Program Evaluation Model