The investigation of peer assessment in primary school cooperative learning groups with respect to gender

Yurdabakan, İrfan

doi:10.1080/03004270903313608

Cited by 11 publications

(12 citation statements)

References 29 publications

(49 reference statements)

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“…However, there is still a difficult use of peer assessment among high school students. that looks into the effectiveness of PA training in improving writing performance (Yurdabakan, 2010). This investigation explores the effect of using PA training on the writing performance of Arab EFL high school students.…”

Section: Introductionmentioning

confidence: 99%

“…The implementation of (PA) in school is one strategy that has resulted in positive learning outcomes (Yurdabakan, 2010). Studies on the effect of peer evaluation on students' writing autonomy by Moussaoui (2012) on 30 undergraduates in Algeria and on writing performance by Xiao & Lucking (2008) on 232 undergraduates in an American university revealed that there was a significant influence of peer assessment on the improvement of the students' writing performance and thinking skills in the first study and writing performance and students' satisfaction in the latter.…”

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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: Introductionmentioning

confidence: 99%

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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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“…45 PA provides opportunities for students to reflect on their knowledge and skills. 41,45,46 Activities that promote reflection by students are also key parts of the constructivist theory. Reflection provides students with an important opportunity to develop their skills as lifelong learners.…”

Section: Resultsmentioning

confidence: 99%

“…PA requires learners to interact and communicate on certain levels. 27,41 Constructivist activities require students to critically evaluate the information presented to them and allow them to interpret information for their learning purposes. 42 These activities fit well with PA, as the process improves students' critical thinking and problem-solving abilities.…”

Section: Resultsmentioning

confidence: 99%

Peer assessment in health professions education

2020

JETHS

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Objectives: The aim of this review is to appraise the available literature on peer assessment, its implementation, students' perceptions and its strengths and limitations. Materials and Methods: A search was prospectively designed to locate the literature relevant to achieving the aims of the review. A pilot review was conducted to ascertain the volume of literature. A wide range of closely related search terms was utilised and combined. Results: Results of the review show that peer assessment is a valuable experience, and most students enjoy the peer assessment process. The mutual process of peer assessment has a positive impact on students' learning; it allows students to evaluate themselves, comment on each other's work and develop more detailed knowledge. It motivates them to achieve better learning outcomes, promotes self-awareness and increases confidence. Students' involvement in the assessment process supports their learning and encourages reflection. Peer assessment improves clinical performance, as it develops critical thinking and problemsolving skills, encourages self-assessment and promotes reflective practice. Conclusions: Similar to all assessment methods, peer assessment has advantages and drawbacks. Concerns about the reliability and validity of peer assessment are raised in the literature. To overcome these drawbacks, authors recommend double marking by faculty members, multiple peer assessors, and clear grading criteria. Furthermore, providing written feedback rather than grades, as well as ensuring anonymity, are recommended in the peer assessment process to ensure a safe environment that can promote students' comfort. Nevertheless, student support throughout the peer assessment process is important for proper implementation.Keywords: Peer assessment, Peer assessment implementation, Assessment in health professions education. IntroductionThe purpose of curricula is to ensure that students study and learn well.1 Evaluations of learning and its quality are functions of the assessment process, which involves collecting and evaluating information to measure students' progress.2,3 Assessment is considered a pivotal element of the curriculum, and it directs and influences learning. Moreover, assessment motivates students and promotes the higher order of thinking skills through testing, measuring and providing feedback.

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“…Akran değerlendirme, hem işbirliği becerilerinin hem de işbirliğinden gelen öğrenmelerin değerlendirilmesinde etkili bir yol olabilir (Yurdabakan, 2010). Ayrıca, grup çalışması için eşit çaba ve katılımın sağlanmasında ve takım sorumluluklarını yerine getiremeyen öğrencilerin kontrol edilmesinde (Kaufman vd.…”

Section: Akran Değerlendirme (Peer Assessment)unclassified

The View of Constructivist Theory on Assessment: Alternative Assessment Methods in Education

Yurdabakan¹

2011

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. Since the Ministry of National Education started the structural changes in the primary and secondary education curricula, there has been a growing interest towards constructivist learning philosophy, constructivist theory and active learning in educational and scientific environments in Turkey. Alternative assessment practices have an important place in the new curricula, which went into effect in 2005-2006 academic year. Many authors suggest that objectives for active learning method could only be attained if they were used together with alternative assessment practices. There are many writers who suggest that objectives for active learning method could only be reached if they were used together with alternative assessment activities. The principal aim of this study is to analyze the relations between constructivism and learning and assessment and also to discuss theoretically portfolio assessment and peer-self-co-assessment approaches that have emerged, and additionally to determine the positive and negative results stated in related studies, so that practitioners could draw some deductions. 52 SUMMARYThe theory of constructivism, which has gained importance since the second half of the 20th century, provides a wide theoretical framework from design of learning settings to construction of assessment processes (Açıkgöz, 2003). Therefore today, while there is a shift from traditional to studentcentred learning settings, there are also innovations in assessment procedures, where the change is from summative assessment to formative assessment (Collins, 1991). The main purpose of this study is to describe the relationships among constructivist theory, active learning and assessment and to introduce the alternative assessment methods (co, self, peer and portfolio assessment) that have emerged and to display the positive and negative results found in related studies.

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The investigation of peer assessment in primary school cooperative learning groups with respect to gender

Cited by 11 publications

References 29 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 in health professions education

The View of Constructivist Theory on Assessment: Alternative Assessment Methods in Education

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