1. Students’ Perspectives on Peer Assessment
- Author
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Pascale Montpied, Jan Petr, Monika Holmeier, Andrée Tiberghien, Alena Hošpesová, Iva Žlábková, Costas P. Constantinou, Marianne Moulin, Olia E. Tsivitanidou, Regula Grob, Lukáš Rokos, Iva Stuchlíková, Florence Le Hebel, Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure - Lyon (ENS Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), University of South Bohemia, J. Dolin & R. Evans, Les auteurs remercient le LABEX ASLAN (ANR-10-LABX-0081) de l'Université de Lyon pour son soutien financier dans le cadre du programme 'Investissements d'Avenir' (ANR-11-IDEX-0007) de l'Etat Français géré par l'Agence Nationale de la Recherche (ANR)., ANR-11-IDEX-0007,Avenir L.S.E.,Advanced Studies on Language Complexity(2011), ICAR, Référent HAL, PROJET AVENIR LYON SAINT-ETIENNE - - Avenir L.S.E.2011 - ANR-11-IDEX-0007 - IDEX - VALID, École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), and ANR-11-IDEX-0007,Avenir L.S.E.,PROJET AVENIR LYON SAINT-ETIENNE(2011)
- Subjects
060201 languages & linguistics ,Czech ,Reflection (computer programming) ,Peer feedback ,4. Education ,05 social sciences ,050301 education ,Metacognition ,06 humanities and the arts ,[SHS.LANGUE] Humanities and Social Sciences/Linguistics ,language.human_language ,Task (project management) ,Peer assessment ,0602 languages and literature ,Mathematics education ,language ,Research studies ,ComputingMilieux_COMPUTERSANDEDUCATION ,[SHS.LANGUE]Humanities and Social Sciences/Linguistics ,0503 education - Abstract
International audience; This chapter reports the results of three research studies on peer assessment carried out in different countries where it is an unusual practice (France, Switzerland, and the Czech Republic). The three research studies focus on different competences and different disciplines (sciences and mathematics), but they all involve inquiry-based approaches at primary and secondary school level. In the French study, the data reported in this chapter explore relationships between success in task processing and the ability to mark a peer’s written artefact on the same task. The Swiss research study examines the type of peer feedback students offer their peers while assessing their models, based on a fine-grained analysis of peer feedback comments. In the Czech Republic, the study focuses on students’ reflection on peer assessment in inquiry lessons. The three studies conclude the necessity of allowing the sharing of “knowledge authority” in the classroom to evolve and to be integrated into usual classroom practice. However, researchers have a divergent view on the sharing of responsibility for validation of knowledge between the student and the teacher. Moreover, we can conclude that peer assessment can be a way to trigger metacognitive work on knowledge and competences in science and on assessment criteria and teacher expectations, at a class level and individual student level.
- Published
- 2018