Abstract
The aim of the presented research is to investigate how pre-service mathematics and physics teachers have experienced peer-assessment. The study took place within the context of one classroom assessment course designed for pre-service teacher education. Ninety-four (94) students in four cohorts participated. They were giving written feedback to peer’s coursework, writing reflective journals and participating in semi-structured interviews. The participants reported that grading is more difficult than giving feedback because grades are important as they “count” for students’ success. Secondly, during the course, their thinking “shifted” to the idea that giving comments is more crucial than grading, because feedback helped them understand the assessment criteria and subsequently, improve coursework. Based on the findings, the main argument of the paper is about the role of pre-service teacher education for the development of classroom assessment skills and assessment knowledge in teachers.
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