Peer assessment processes in a problem-solving activity with future teachers

Abstract

Assessing problem-solving remains a challenge for both teachers and researchers. With the aim of contributing to the understanding of this complex process, this paper presents an exploratory study of peer assessment in mathematical problem-solving activities. The research was conducted with a group of future Secondary mathematics teachers who first were asked to individually solve an open-ended problem and then, to assess a classmate’s answer in pairs. We present a study of two cases involving two pairs of students, each of whom assessed the solution of a third classmate. The analysis was carried out in two interrelated phases: (a) individual solutions to the mathematical problem and (b) the peer assessment process. The results show that, in both cases, the assessors were strongly attached to their own solutions, which directly influenced the assessment process, focused on aspects that involve the general problem-solving process and the results. The main difference between the evaluation processes followed by the two pairs lies in the concept of assessment. While the first pair focuses on assessing the resolution process and errors, the other focuses its discussion on giving a numerical grade.

Procedures for online peer assessment: Assessing algorithm problems in school mathematics for future teachers

“…The peer assessments assigned at random to the assessors are shown in Table 2. We applied three categories of analysis to systematize this study: general process, representations used, and solutions found (de- Armas-González et al, 2023). To address the research questions with in-depth discussions, we collected data using various methods, such as a survey, an interview, phone calls, and informal discussions.…”

Technologies and Innovations in the Educational Process: Experience of the University of the Future

“…Other findings admit that academic programs at this type of university are designed to break down traditional disciplinary boundaries, encouraging students to engage in problem-solving activities (de- Armas-González et al, 2023). The special attention must be paid towards learning through practical, real-world experience to form professional competence as well as readiness to innovation, creativity, and problem-solving (Kong, 2021).).…”

“…At the same time, the recent findings demonstrate that the university of future must possess certain characteristics. These characteristics refer to hybrid model of learning (Gadhoum, 2022), sustainability and inclusivity (Moral & Villarente 2024), interdisciplinary curriculum (de- Armas-González et al, 2023), and practice-based learning (Kong, 2021).…”

The Drivers of Change for Future Learning: How Teachers Were Taught in the COVID-19 Crisis and What Will Come Next?

“…Table 3 demonstrates the most essential future evaluation methods according to teachers. Teachers must co-design assessment and evaluation systems through collective bargaining [46,50]. Learning data should not be the only or primary source of teacher performance data.…”