Narrating Peer Assessment in a Group Task

Ramesh Rao Ramanaidu,Edna Shamani Wellington

doi:10.33094/26410249.2021.33.62.68

Abstract

COVID19 interrupted many things in our life. To curb the spread of the virus, Movement Control Order (MOC) was enforced. Though face to face teaching and learning came to halt, was replaced by online learning. In the context of teaching and learning, teachers face a lot of problem in carrying out practices which were a norm before. This study intends to explore a group work, which was carried out during the pandemic. More importantly, on how to assess a group work, which was carried out online, is explored. The aim of this study is to reveal how a peer assessment, for a group task was carried out during the pandemic. Instead of students, 30 music pre-service teachers were involved in this study. They were divided into ten groups. These pre-service teachers were enrolled in a music pedagogy course. One of the tasks involves a group work. Each group is required to produce a video. The video is assessed based on three criteria i.e content of the video, creativity and group collaboration. Each pre-service teacher assessed another group’s video using these criteria. Descriptive statistics and web analysis were used to analyse the scores given by the pre-service teachers. The result revealed that the component of creativity is viewed differently by many pre-service teachers, compared to the other two.

Highlights

Practices which were a norm before the Covid19 pandemic are fast becoming obsolete
Group tasks have been used in higher education as a learning and teaching strategy, and it is more prevalent
With the pandemic and movement control order (MCO), it was a challenge for teachers and students to carry out group related activities or assignments via online

Summary

Introduction

Practices which were a norm before the Covid19 pandemic are fast becoming obsolete. Educationist have to evaluate and re-design approaches in teaching and learning (T&L), to meet the demands of online learning and teaching. Teacher training classes are instructor led and lack the opportunity for music pre-service teachers, a chance to practice self and peer assessment during classroom activities. When music pre-service teachers are exposed to self-assessment and peer-assessment, they will be actively involved in the learning process and their independence and motivation will improve. Peer-assessment would help music pre-service teachers by developing their critical thinking, interpersonal skills and enhance understanding within a field of knowledge.

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Results

Conclusion