PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION?
Peer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, empirical research literature on peer assessment of pre-service te...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Association for the Development of Science, Engineering and Education
2020-08-01
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| Series: | International Journal of Cognitive Research in Science, Engineering and Education |
| Subjects: | |
| Online Access: | https://ijcrsee.com/index.php/ijcrsee/article/view/322 |
| _version_ | 1811180695892000768 |
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| author | Valeria Magaly Cabello Keith J. Topping |
| author_facet | Valeria Magaly Cabello Keith J. Topping |
| author_sort | Valeria Magaly Cabello |
| collection | DOAJ |
| description | Peer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, empirical research literature on peer assessment of pre-service teaching performance are reviewed. The articles were from the ERIC and Scopus databases, from 2002 to 2020. Only fifteen studies met the selection criteria described herein. The studies differed in the type of assessment used but converged toward the conclusion that incorporating peer assessment into different stages of teacher education was appropriate and worthwhile. We discuss the theoretical perspectives on why peer assessment might work in teacher education, pointing out practical implications for decision-makers in this field. Finally, recommendations and constraints for researching and implementing peer assessment are discussed from the perspective of innovation within pre-service teacher education. |
| first_indexed | 2024-04-11T09:07:38Z |
| format | Article |
| id | doaj.art-d6bebf2c12654d439f9d25fcd94008a2 |
| institution | Directory Open Access Journal |
| issn | 2334-847X 2334-8496 |
| language | English |
| last_indexed | 2024-04-11T09:07:38Z |
| publishDate | 2020-08-01 |
| publisher | Association for the Development of Science, Engineering and Education |
| record_format | Article |
| series | International Journal of Cognitive Research in Science, Engineering and Education |
| spelling | doaj.art-d6bebf2c12654d439f9d25fcd94008a22022-12-22T04:32:35ZengAssociation for the Development of Science, Engineering and EducationInternational Journal of Cognitive Research in Science, Engineering and Education2334-847X2334-84962020-08-018212113210.5937/IJCRSEE2002121C322PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION?Valeria Magaly Cabello0https://orcid.org/0000-0001-6190-9187Keith J. Topping1https://orcid.org/0000-0002-0589-6796Pontificia Universidad Católica de Chile, Faculty of Education and Research Center for Integrated Disaster Risk Management (CIGIDEN), Santiago, ChileUniversity of Dundee, School of Education and Social Work, Dundee, ScotlandPeer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, empirical research literature on peer assessment of pre-service teaching performance are reviewed. The articles were from the ERIC and Scopus databases, from 2002 to 2020. Only fifteen studies met the selection criteria described herein. The studies differed in the type of assessment used but converged toward the conclusion that incorporating peer assessment into different stages of teacher education was appropriate and worthwhile. We discuss the theoretical perspectives on why peer assessment might work in teacher education, pointing out practical implications for decision-makers in this field. Finally, recommendations and constraints for researching and implementing peer assessment are discussed from the perspective of innovation within pre-service teacher education.https://ijcrsee.com/index.php/ijcrsee/article/view/322deviant online behaviorminorsyoung adultssocial networksrisk factorsvulnerabilityresourcesrisk assessment |
| spellingShingle | Valeria Magaly Cabello Keith J. Topping PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION? International Journal of Cognitive Research in Science, Engineering and Education deviant online behavior minors young adults social networks risk factors vulnerability resources risk assessment |
| title | PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION? |
| title_full | PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION? |
| title_fullStr | PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION? |
| title_full_unstemmed | PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION? |
| title_short | PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION? |
| title_sort | peer assessment of teacher performance what works in teacher education |
| topic | deviant online behavior minors young adults social networks risk factors vulnerability resources risk assessment |
| url | https://ijcrsee.com/index.php/ijcrsee/article/view/322 |
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