Using Peer Assessment to Improve Middle School Mathematical Communication

Autor/inn/en	Patchan, Melissa M.; Rambo-Hernandez, Karen E.; Deitz, Brianna N.; McNeill, Joseph
Titel	Using Peer Assessment to Improve Middle School Mathematical Communication
Quelle	In: Journal of Educational Research, 115 (2022) 2, S.146-160 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2022.2074948
Schlagwörter	Peer Evaluation; Mathematics Instruction; Feedback (Response); Teacher Role; Program Effectiveness; Problem Solving; Mathematics Skills; Middle School Students; Middle School Teachers; Grade 6; Student Evaluation; West Virginia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerrolle; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Schulnote; Studentische Bewertung
Abstract	Peer assessment is an underutilized tool in mathematics classrooms. We examined how peer assessment could be used in a mathematics course to improve mathematical communication and mathematical proficiency. To describe in what ways peer reviews compared to teacher reviews, we analyzed ratings and feedback of 32 6th graders and their mathematics teacher. To determine what impact receiving peer versus teacher feedback had on students, we compared the revision quality and mathematical problem-solving abilities of students who received feedback from four peers to those who received feedback from their teacher. The findings indicated that middle school students can provide feedback just as helpful in improving mathematical communication and problem-solving ability as the teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01