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Students’ Perspectives on Peer Assessment
- Source :
- Transforming Assessment, J. Dolin & R. Evans. Transforming Assessment, 4, pp.143-173, 2018, 978-3-319-63248-3, HAL, Contributions from Science Education Research ISBN: 9783319632476
- Publication Year :
- 2018
- Publisher :
- HAL CCSD, 2018.
-
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.
- 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
Subjects
Details
- Language :
- English
- ISBN :
- 978-3-319-63248-3
978-3-319-63247-6 - ISBNs :
- 9783319632483 and 9783319632476
- Database :
- OpenAIRE
- Journal :
- Transforming Assessment, J. Dolin & R. Evans. Transforming Assessment, 4, pp.143-173, 2018, 978-3-319-63248-3, HAL, Contributions from Science Education Research ISBN: 9783319632476
- Accession number :
- edsair.doi.dedup.....3a84b0406577aa1636dbf7fdde645af4