Implementing Peer Assessment in a Post-Secondary (16-18) Physics Classroom

Autor/inn/en	Chetcuti, Deborah; Cutajar, Catherine
Titel	Implementing Peer Assessment in a Post-Secondary (16-18) Physics Classroom
Quelle	In: International Journal of Science Education, 36 (2014) 18, S. 3101-3124Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.953621
Schlagwörter	Forschungsbericht; Peer Evaluation; Postsecondary Education; Physics; Science Instruction; Student Evaluation; Action Research; Skill Development; Student Attitudes; Student Role; Teacher Role; Foreign Countries; Questionnaires; Attitude Measures; Evaluation Methods; Focus Groups; Malta + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Projektforschung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Lehrerrolle; Ausland; Fragebogen
Abstract	This study explores the implementation of peer assessment with a group of students studying physics at Advanced level in a post-secondary school in Malta. The study that draws on action research methodology looks at how the views of students regarding peer assessment evolve as they engage with peer assessment. The research involved the actual implementation of an apprenticeship model of peer assessment and looked at the issues faced by the students. The results of the study show that students were very much immersed in a traditional assessment culture and needed to be trained to develop peer assessment skills. Student concerns related to fairness, regarding their abilities as assessors and dependence on the teacher as "expert" remained unchanged as the students engaged with peer assessment. Successful implementation of peer assessment therefore requires a re-examination of the role of student and teachers as assessors within a safe learning environment. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10