Students’ Perspectives on Peer Assessment
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F18%3A43897942" target="_blank" >RIV/60076658:12410/18:43897942 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1007/978-3-319-63248-3" target="_blank" >http://dx.doi.org/10.1007/978-3-319-63248-3</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/978-3-319-63248-3" target="_blank" >10.1007/978-3-319-63248-3</a>
Alternative languages
Result language
angličtina
Original language name
Students’ Perspectives on Peer Assessment
Original language description
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.
Czech name
—
Czech description
—
Classification
Type
C - Chapter in a specialist book
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
—
Continuities
N - Vyzkumna aktivita podporovana z neverejnych zdroju
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
Transforming Assessment: Through an Interplay Between Practice, Research and Policy
ISBN
978-3-319-63247-6
Number of pages of the result
34
Pages from-to
141-174
Number of pages of the book
295
Publisher name
Springer International Publishing
Place of publication
Cham
UT code for WoS chapter
—