Peer Assessment of Elementary Science Teaching Skills

Kılıç, Gülşen Bağcı; Çakan, Mehtap

doi:10.1007/s10972-006-9021-8

Cited by 12 publications

(10 citation statements)

References 23 publications

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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%

“…Furthermore, the PA is conducted using the agreed assessment criteria. Kilic and Cakan (2007) recommended between three and five assessors in a set, so that participants (assessees -those being assessed) can balance feedback from different peers, which helps enhance PA reliability. Peer feedback is given to offer the assessee the possibility of improving the performance.…”

Section: Figure 1 Typical Pa Implementation In Educationmentioning

confidence: 99%

“…One of the reported difficulties of PA is the amount of time required for the organizers and the participants (Okhremtchouk et al, 2009). To help with this problem, PA should be integrated into the curriculum (Kilic and Cakan, 2007;Strijbos and Sluijsmans, 2010). Likewise, initial reluctance and anxiety to participate is quite frequent (Arnold et al, 2005).…”

Section: Disadvantages Of Pa In Educationmentioning

confidence: 99%

“…Ensuring validity, reliability, and fairness of the measures is a more critical issue when assessments are used to make high-stakes decisions (Sandholtz and Shea, 2012). Hence, having clear assessment criteria (Sluijsmans and Prins, 2006), more than one assessor and anonymity between assessors and assessee might help in both summative and formative assessment (Kilic and Cakan, 2007;Vickerman, 2009). This is especially relevant in professional learning contexts.…”

Section: Disadvantages Of Pa In Educationmentioning

confidence: 99%

“…In the study of Kilic and Cakan (2007), the peer assessors and instructor evaluated pre-service science teachers' content and teaching knowledge, the teaching and learning process, class management and communication, as presented in a microteaching episode. They used a form with a 5-point Likert-type scale between very good and very poor.…”

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

confidence: 99%

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

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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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