Peer-Assessment as a Tool for Reflective Feedback in Pre-Service Teacher Training

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F20%3A43901656" target="_blank" >RIV/60076658:12410/20:43901656 - isvavai.cz</a>

Result on the web

<a href="https://www.esera.org/publications/esera-conference-proceedings/esera-2019" target="_blank" >https://www.esera.org/publications/esera-conference-proceedings/esera-2019</a>

DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Peer-Assessment as a Tool for Reflective Feedback in Pre-Service Teacher Training

Original language description

This study presents implementation of formative assessment, specifically peer-assessment, into the pre-service teacher training. Students of the Faculty of Education used structured assessment forms to evaluate their peers’ performance during a pedagogical practice placement, which is a mandatory part of MSc degree in teaching branches in the Czech Republic. This paper deals with the quality of provided written feedback. We found that pre-service teachers have problems with providing supportive feedback to their peers and they rather tend to assess using scales without comprehensive verbal comments. Written comments represented rather a description of observed lesson instead of constructive feedback and only in few cases it had attributes of formative assessment with advice on next steps to make better progress. Only a minimum amount of forms contained justification of students’ assessment. It was also found that pre-service teachers have problem identifying instructional goal of the lesson and often mistake it for topic of the lesson or they aim the goal at the teacher instead of students.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

Electronic Proceedings of the ESERA 2019 Conference. The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education

ISBN

978-88-945874-0-1

ISSN

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e-ISSN

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Number of pages

8

Pages from-to

"1137 – 1144"

Publisher name

ALMA MATER STUDIORUM – University of Bologna

Place of publication

Bologna

Event location

Bologna

Event date

Aug 26, 2019

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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