Using Peer Assessment of Fieldwork to Enhance Students' Practical Training

Autor/in	El-Mowafy, Ahmed
Titel	Using Peer Assessment of Fieldwork to Enhance Students' Practical Training
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 2, S.223-241 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.820823
Schlagwörter	Peer Evaluation; Field Experience Programs; Feedback (Response); Undergraduate Students; Foreign Countries; Geography Instruction; Educational Strategies; Validity; Reliability; Coaching (Performance); Evaluation Criteria; Scoring Rubrics; Data Analysis; Tutors; Australia + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Ausland; Geography education; Geography lessons; Geografieunterricht; Lehrstrategie; Gültigkeit; Reliabilität; Scoring formulas; Auswertungsbogen; Auswertung; Förderlehrer; Lehrender; Tutor; Australien
Abstract	Fieldwork training is a key component of several practical disciplines. In this study, students' peer assessment of fieldwork is explored as a method to improve their practical training. Peer assessment theories are first discussed. A framework for peer assessment of fieldwork is proposed, and the steps taken for preparation of students for this task are discussed. A developed marking, feedback and moderation tool of assessment are presented. Application of peer assessment in the field was investigated over a period of two years in one undergraduate unit in the geospatial discipline as an example. Reliability of peer assessment was estimated by measuring the difference between assessments carried out by groups of peer assessors, and its validity was measured by comparing students' marks with those given by tutors. Results show that students have gained from the peer assessment process, mainly as a formative form of assessment, by better understanding and endeavouring to achieve the objectives of field tasks. Tutors use differences among assessments made by groups of students compared to tutors' assessments to identify field components that need better explanation of their content and assessment criteria. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10