Student performance and attitudes under formative evaluation by teacher, self and peer evaluators

Abstract

This study investigated the effects of teacher, self and peer evaluation on preservice teachers' performance, knowledge and attitudes. Earlier research by the same authors revealed that students made significant improvements in their lesson plans under all three of these conditions, but the teacher-evaluation improved significantly more than the two student-evaluation groups. Therefore, relevant training and practice in the evaluation process were added in this study. All three groups made significant improvements from draft to final version of their plans, and the differences between the teacherevaluation group and the two student-evaluation groups were non-significant. The authors attribute the stronger performance of the student-evaluation groups to their training on the evaluation task. Students' overall attitudes were significantly more positive toward teacher evaluation than toward peer evaluation, but did not differ significantly between these two groups and the self-evaluators. Several suggestions are discussed for further improvements in the training of self and peer evaluators.

Come Together: Peer Review with Energy Engineering Students

“…For example the non-anonymous type of feedback, as some literature already has drawn attention to [2]? Or the role played by the teacher status, since from the students' perspective, there is an overvaluation of the teacher's grading compared with the reviewers' one, as other studies have already demonstrated it [30] [18]?…”

“…At the same time students provide to the peer assessed with external feedback [30], they observe how they solve problems, and learn to think critically.…”

“…When feedback is given only by peers, it seems to be less enforcing [24] than when the involvement of the teacher is also present in the process. For Hattie and Timperley [31] [30]. In general they enhance the necessity of beginning with a summary of the evaluated colleague's performance, as happens among professional reviewers of articles in scientific journals [32] [33] [30].…”

“…In general they enhance the necessity of beginning with a summary of the evaluated colleague's performance, as happens among professional reviewers of articles in scientific journals [32] [33] [30]. Moreover, when a problem is detected and outlined, the location of the problem should be indicated by the fellow reviewer, as well as a proposal of solution to the problem [30].…”

“…The discussion of its benefits from the perspective of the position of the students as reviewers or as writers [17] is still going on. On this latter aspect and according to Ozogul and Sullivan [30] the peer evaluation has PAPER COME TOGETHER: PEER REVIEW WITH ENERGY ENGINEERING STUDENTS the potential to be beneficial to both the assessor and the assessed students. However, Lu and Law [2] explain that students benefit most when they assume the role of reviewers.…”