Students’ Perspectives on Peer Assessment

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Students’ Perspectives on Peer Assessment

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Students’ Perspectives on Peer Assessment

Popis výsledku anglicky

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.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Transforming Assessment: Through an Interplay Between Practice, Research and Policy

ISBN

978-3-319-63247-6

Počet stran výsledku

34

Strana od-do

141-174

Počet stran knihy

295

Název nakladatele

Springer International Publishing

Místo vydání

Cham

Kód UT WoS kapitoly

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