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

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název statě ve sborníku

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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Počet stran výsledku

8

Strana od-do

"1137 – 1144"

Název nakladatele

ALMA MATER STUDIORUM – University of Bologna

Místo vydání

Bologna

Místo konání akce

Bologna

Datum konání akce

26. 8. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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