Self- and Peer Assessment of Preservice Geography Teachers' Contribution in Problem-Based Learning Activities in Geography Education

Autor/in	Golightly, Aubrey
Titel	Self- and Peer Assessment of Preservice Geography Teachers' Contribution in Problem-Based Learning Activities in Geography Education
Quelle	In: International Research in Geographical and Environmental Education, 30 (2021) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2020.1744242
Schlagwörter	Geography Instruction; Peer Evaluation; Self Evaluation (Individuals); Case Studies; Preservice Teachers; Student Attitudes; Teacher Education Programs; Problem Based Learning; Teaching Methods; Scoring Rubrics; Leadership; Student Motivation; Communication Skills; Reports; Writing (Composition); Scores; Comparative Analysis; Gender Differences; Foreign Countries; Learning Activities; Cooperative Learning; South Africa + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Case study; Fallstudie; Case Study; Schülerverhalten; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Führung; Führungsposition; Schulische Motivation; Kommunikationsstil; Abschlussbericht; Berichten; Schreibübung; Geschlechterkonflikt; Ausland; Lernaktivität; Kooperatives Lernen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In problem-based learning (PBL), collaboration and productive interactions among group members are not spontaneous processes. One way to support students in PBL is to integrate self- and peer assessment to assess group members' contribution to solving the problem. The purpose of this case study was to determine the perceptions of Bachelor of Education preservice geography teachers of their own as well as their fellow group members' contribution in a geography PBL activity. The study used a quantitative research method based on assessment rubric application where geography preservice teachers were asked to provide an assessment on their own and fellow group members' contribution, which included leadership, collaboration, initiative, attitude, effort, research, communication and a written report as well as individual tasks. The results indicated that effort, attitude and collaboration received the highest scores in self-assessment as well as peer assessment. Interestingly, the preservice geography teachers gave higher scores for their contribution to themselves, in comparison to peer assessment. No real gender differences in the self- and peer assessment of male and female preservice teachers' contribution occurred in this study. The female preservice geography teachers received higher scores for most of the criteria in both self- and peer assessment compared to the male participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01