Peer assessment as a learning tool for enhancing student teachers' preparation

Al‐Barakat, Ali Ahmad; Al-Hassan, Omayya M.

doi:10.1080/13598660903247676

Cited by 22 publications

(21 citation statements)

References 35 publications

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“…The task was to write a descriptive essay to a friend describing your movement to a new school. The purpose of this test was to find out the students' writing performance before they were engaged in the PA training (Boon, 2013;Al-Barakat, 2009). They were given 45 minutes to complete the writing task and it was conducted during their class schedule.…”

Section: Pre-test Stagementioning

confidence: 99%

“…Previous studies conducted on the effect of peer assessment (PA) training at the university level have shown have shown to impact positively on students' writing performance and feedback exchange in most aspects of academic activities (Al-Barakat & Al-Hassan, 2009;van den Berg, Admiraal, & Pilot, 2006;Weaver & Esposto, 2011). It should be noted that most of these studies were focused on undergraduate and postgraduate students.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

Almahasneh

Abdul-Hamid

2019

SSRN Journal

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Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student's writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

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Section: Pre-test Stagementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

Almahasneh

Abdul-Hamid

2019

SSRN Journal

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“…The performances assessed were based on teaching skills (Al- Barakat and Al-Hassan, 2009;Charalambous, Hill and Ball, 2011;Charalambous, Hill and Ball, 2011;Kilic and Cakan, 2007;Lin, 2018), assessment skills (Kim, 2009;Mercader et al, 2020;Seifert and Feliks, 2019;Sluijsmans et al, 2004) and a combination of teaching practice with the development of peer assessment as a skill (Cabello and Topping, 2018;Sluijsmans et al, 2004). The purposes of PA were summative (Kilic and Cakan, 2007;Sluijsmans et al, 2004), formative (Al- Barakat and Al-Hassan, 2009;Cabello and Topping, 2018;Charalambous, Hill and Ball, 2011;Harford and MacRuairc, 2008;Kim, 2009;Lin, 2018) or both (Sluijsmans et al, 2003). Feedback was face-to-face in most of the studies, but d'Alessio (2018), Lin (2018), Mercader et al (2020) and Sluijsmans et al (2003) who used an online platform.…”

Section: Resultsmentioning

confidence: 99%

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

Cabello

Topping

2020

IJCRSEE

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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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“…Yapılan araştırmalarda akran değerlendirmesinin öğrencilerin kendi öğrenmelerini planlamalarına, kendi güçlü ve zayıf yanlarını belirlemelerine, üst bilişsel becerilere sahip olmalarına, yansıtıcı düşünmelerine ve problem çözme yeteneklerini geliştirmelerine yardımcı olmasının yanı sıra, sınıftaki öğrencilerin birbirleriyle olan ilişkilerini arttırmasına da katkıda bulunduğu ifade edilmektedir (Tseng ve Tsai, 2007;Sluijsmans, Dochy ve Moerkerke, 1999;Nicol ve Macfarlane-Dick, 2006). Araştırmalar akran değerlendirmenin öğretmen adaylarının öğretmenlik becerilerinin gelişimine de olumlu etkileri olduğunu ortaya koymaktadır (Al-Barakat ve Al-Hassan, 2009;Biri, 2014;Gielen, Peeters, Dochy, Onghena ve Struyven, 2010;Hinett ve Weeden, 2000;Koç, 2011;Sluijsmans ve Prins, 2006). Al-Barakat ve Al-Hassan (2009) Ürdün'de öğretmen adayları ile yaptıkları araştırmada akran değerlendirmenin öğretmen adaylarının öğretmenlik becerilerinin yanı sıra öz değerlendirme becerilerinin gelişimine katkı sağladığını belirtmişlerdir.…”

Section: Introductionunclassified

The Effect of Peer Assessment on Pre-Service Teachers’ Teaching Practices

Akpınar

2019

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Peer assessment as a learning tool for enhancing student teachers' preparation

Cited by 22 publications

References 35 publications

The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

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

The Effect of Peer Assessment on Pre-Service Teachers’ Teaching Practices

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