International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Valeria Magaly Cabello; Keith  J. Topping

doi:10.5937/IJCRSEE2002121C

Authors

Valeria Magaly Cabello Pontificia Universidad Católica de Chile, Faculty of Education and Research Center for Integrated Disaster Risk Management (CIGIDEN), Santiago, Chile https://orcid.org/0000-0001-6190-9187
Keith J. Topping University of Dundee, School of Education and Social Work, Dundee, Scotland https://orcid.org/0000-0002-0589-6796

DOI:

https://doi.org/10.5937/IJCRSEE2002121C

Keywords:

deviant online behavior, minors, young adults, social networks, risk factors, vulnerability, resources, risk assessment

Abstract

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.

Downloads

Download data is not yet available.

References

Abdulwahed, S. (2011). Student teachers’ microteaching experiences in a pre-service English teacher education program. Journal of Language Teaching and Research, 2(5), 1043-1051. https://doi.org/10.4304/jltr.2.5.1043-1051

Al-Barakat, A., & Al-Hassan, O. (2009). Peer assessment as a learning tool for enhancing student teachers’ preparation. Asia-Pacific Journal of Teacher Education, 37(4), 399-413. https://doi.org/10.1080/13598660903247676

Amobi, F. A., & Irwin, L. (2009). Implementing on-campus microteaching to elicit pre-service teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27- 34. Retrieved from: https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1712

Arnold, L., Shue, C. K., Kalishman, S., Prislin, M., Pohl, C., Pohl, H., & Stern, D. T. (2007). Can there be a single system for peer assessment of professionalism among medical students? A multi-institutional study. Academic Medicine, 82(6), 578-586. https://doi.org/10.1097/ACM.0b013e3180555d4e

Arnold, L., Shue, C. K., Kritt, B., Ginsburg, S., & Stern, D. T. (2005). Medical students’ views on peer assessment of professionalism. Journal of General Internal Medicine, 20(9), 819-824. https://doi.org/10.1111/j.1525-1497.2005.0162.x

Asghar, A. (2009). Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assessment & Evaluation in Higher Education, 35(4), 403-417. https://doi.org/10.1080/02602930902862834

Britton, L. R., & Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilized concept. Teaching and Teacher Education, 26(2), 306–314. https://doi.org/10.1016/j.tate.2009.03.008

Bunch, G. C., Aguirre, J. M., & Tellez, K. (2009). Beyond the scores: Using candidate responses on high stakes performance assessment to inform teacher preparation for English learners. Issues in Teacher Education, 18(1),103-128. Retrieved from: https://files.eric.ed.gov/fulltext/EJ851544.pdf

Cabello, V. M. & Topping, K. J. (2018) Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education. International Journal of Cognitive Research in Science, Engineering and Education, 6(3), 35-47 https://doi.org/10.5937/ijcrsee1803035C

Cabello, V. M. (2017). Role-playing for learning to explain scientific concepts in teacher education. Journal of Science Education, 18(2). 67-70 Retrieved from: http://chinakxjy.com/downloads/V18-2017-2/V18-2017-2-6.pdf

Charalambous, C., Hill, H., & Ball, D. (2011). Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take? Journal of Mathematics Teacher Education, 14(6), 441-463. https://doi.org/10.1007/s10857-011-9182-z

Cook, D. A., & West, C. P. (2012). Conducting systematic reviews in medical education: a stepwise approach. Medical Education, 46(10), 943-952. http://doi.org/10.1111/j.1365-2923.2012.04328.x

d’Alessio, M. A. (2018). The Effect of Microteaching on Science Teaching Self-Efficacy Beliefs in Preservice Elementary Teachers. Journal of Science Teacher Education, 29(6), 441-467. https://doi.org/10.1080/1046560X.2018.1456883

Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138. https://doi.org/10.1177/0022487105283796

Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243-260. https://doi.org/10.1007/s10833-007-9054-6

Duran, D., & Monereo, C. (2008). The Impact of Peer Tutoring on the Improvement of Linguistic Competence, Self-Concept as a Writer and Pedagogical Satisfaction. School Psychology International, 29, 481-499. https://doi.org/10.1177/0143034308096437

Eather, N., Riley, N., Miller, D., & Jones, B. (2017). Evaluating the effectiveness of using peer-dialogue assessment (PDA) for improving pre-service teachers’ perceived confidence and competence to teach physical education. Australian Journal of Teacher Education, 42(1), 69-83. https://doi.org/10.14221/ajte.2017v42n1.5

Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London: Routledge Falmer.

Feiman-Nemser, S. (2008). Teacher learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre & K. Demers (Eds.), Handbook of research on teacher education. Enduring questions in changing contexts (pp. 697-705). New York: Routledge.

Gielen, S., Dochy, F., & Onghena, P. (2010). An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education, 36(2), 137-155. https://doi.org/10.1080/02602930903221444

Gielen, S., Dochy, F., Onghena, P., Struyven, K., & Smeets, S. (2011). Goals of peer assessment and their associated quality concepts. Studies in Higher Education, 36(6), 719-735. https://doi.org/10.1080/03075071003759037

Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892. https://doi.org/10.1016/j.tate.2008.02.010

Hume, A. C. (2012). Primary Connections: Simulating the classroom in initial teacher education. Research in Science Education, 42, 551-565. https://doi.org/10.1007/s11165-011-9210-0

Inoue, N. (2009). Rehearsing to teach: content-specific deconstruction of instructional explanations in pre-service teacher training. Journal of Education for Teaching, 35(1), 47-60. https://doi.org/10.1080/02607470802587137

Jian, W., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching. Journal of Teacher Education, 59(2), 132-152. https://doi.org/10.1177/0022487107314002

Kiliç, D. (2016). An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education. Higher Education Studies, 6(1), 136-144. Retrieved from: https://eric.ed.gov/?id=EJ1099387

Kilic, G. B., & Cakan, M. (2007). Peer assessment of elementary science teaching skills. Journal of Science Teacher Education, 18(1), 91-107. https://doi.org/10.1007/s10972-006-9021-8

Kim, M. (2009). The impact of an elaborated assessee’s role in peer assessment. Assessment & Evaluation in Higher Education, 34(1), 105-114. https://doi.org/10.1080/02602930801955960

Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344-348. https://doi.org/10.1016/j.learninstruc.2009.08.005

Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193-211. https://doi.org/10.1080/02602938.2019.1620679

Lin, G.-Y. (2018). Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers & Education, 116, 81-92. https://doi.org/10.1016/j.compedu.2017.08.010

MacArthur, C. A., Schwartz, S. S., & Graham, S. (1991). Effects of a reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research and Practice, 6, 201-210. https://psycnet.apa.org/record/1992-29343-001

McNulty, M. (2019). Peer Teaching Does Not Influence Performance in an Interprofessional Anatomy Course. FASEB Journal, 33(1). https://doi.org/10.1096/fasebj.2019.33.1_supplement.328.4

Mercader, C., Ion, G., & Díaz-Vicario, A. (2020). Factors influencing students’ peer feedback uptake: instructional design matters. Assessment & Evaluation in Higher Education, 1-12. https://doi.org/10.1080/02602938.2020.1726283

Norcini, J. J. (2003). Peer assessment of competence. Medical Education, 37(6), 539-543. https://doi.org/10.1046/j.1365-2923.2003.01536.x

Okhremtchouk, I., Seiki, S., Gilliland, B., Atch, C., Wallace, M., & Kato, A. (2009). Voices of pre-service teachers: Perspectives on the Performance Assessment for California Teachers (PACT). Issues in Teacher Education, 18(1), 39-62. Retrieved from: https://files.eric.ed.gov/fulltext/EJ851541.pdf

Oluwatayo, J. A., & Adebule, S. O. (2012). Assessment of teaching performance of student-teachers on teaching practice. International Education Studies, 5(5), 109-115. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1067071.pdf

Oren, F. S. (2012). The effects of gender and previous experience on the approach of self and peer assessment: A case from Turkey. Innovations in Education and Teaching International, 49(2), 123-133. https://doi.org/10.1080/14703297.2012.677598

Ostrosky, M. M., Mouzourou, C., Danner, N., & Zaghlawan, H. Y. (2013). Improving teacher practices using microteaching: Planful video recording and constructive feedback. Young Exceptional Children, 16(1), 16-29. https://doi.org/10.1177/1096250612459186

Pecheone, R. L., & Chung, R. R. (2006). Evidence in teacher education: The Performance Assessment for California Teachers (PACT). Journal of Teacher Education, 57(1), 22-36. https://doi.org/10.1177/0022487105284045

Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. (2017). Incorporating Self and Peer Assessment in Reflective Teaching Practices. International Journal of Instruction, 10(4), 165-184. https://doi.org/10.1177/0022487105284045

Sandholtz, J. H., & Shea, L. M. (2012). Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment. Journal of Teacher Education, 63(1), 39-50. https://doi.org/10.1177/0022487111421175

Seifert, T., & Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185. https://doi.org/10.1080/02602938.2018.1487023

Sluijsmans, D., & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32(1), 6-22. https://doi.org/10.1016/j.stueduc.2006.01.005

Sluijsmans, D., Brand-Gruwel, S., van Merriënboer, J. J. G., & Bastiaens, T. J. (2003). The training of peer assessment skills to promote the development of reflection skills in teacher education. Studies in Educational Evaluation, 29(1), 23-42. Retrieved from: https://eric.ed.gov/?id=EJ670665

Sluijsmans, D., Brand-Gruwel, S., van Merriënboer, J. J. G., & Martens, R. L. (2004). Training teachers in peer-assessment skills: Effects on performance and perceptions. Innovations in Education and Teaching International, 41(1), 59-78. https://doi.org/10.1080/1470329032000172720

Sonmez, D., & Can, M. H. (2010). Preservice science teachers’ ability to identify good teaching practices. Procedia - Social and Behavioral Sciences, 2(2), 4120-4124. https://doi.org/10.1016/j.sbspro.2010.03.650

Stiggins, R. (1991). Relevant classroom assessment training for teachers. Educational Measurement: Issues and Practice, 10, 7-12. https://doi.org/10.1111/j.1745-3992.1991.tb00171.x

Strijbos, J.-W., & Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265-269. https://doi.org/10.1016/j.learninstruc.2009.08.002

Sun, Q., Wu, J., Rong, W., & Liu, W. (2019). Formative assessment of programming language learning based on peer code review: Implementation and experience report. Tsinghua Science and Technology, 24(4), 423-434. https://doi.org/10.26599/TST.2018.9010109

Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27. https://doi.org/10.1080/00405840802577569

Topping, K. J. (2010). Peers as a source of formative assessment. In H. Andrade / G. J. Cizek (Eds.), Handbook of formative assessment (pp. 61-74). New York: Routledge. Retrieved from: https://eric.ed.gov/?id=ED579876

Tsai, C., Lin, S. S. J., & Yuan, S.-M. (2002). Developing science activities through a networked peer assessment system. Computers & Education, 38(1–3), 241-252. https://doi.org/10.1016/S0360-1315(01)00069-0

van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2009). Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features. Educational Research Review, 4(1), 41-54. https://doi.org/10.1016/j.edurev.2008.11.002

van Zundert, M., Sluijsmans, D., & van Merriënboer, J. J. G. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270-279. https://doi.org/10.1016/j.learninstruc.2009.08.004

Vermunt, J., & Endedijk, M. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21, 294-302. https://doi.org/10.1016/j.lindif.2010.11.019

Vickerman, P. (2009). Student perspectives on formative peer assessment: An attempt to deepen learning? Assessment & Evaluation in Higher Education, 34(2), 221-230. https://doi.org/10.1080/02602930801955986

Wen, M. L., & Tsai, C. (2008). Online peer assessment in an in-service science and mathematics teacher education course. Teaching in Higher Education, 13(1), 55-67. https://doi.org/10.1080/13562510701794050