Abstract
It has become necessary to monitor the change in learners' skills during the education carried out in electronic environments. In this study, pre-service teachers made a presentation in their teaching practice, and a formative assessment was given to ensure active participation of the observer pre-service teachers in the online peer assessment process. The observer pre-service teachers were asked to evaluate their peers' performances using a rubric. Based on the quantitative data collected and analyzed, questions about the experiences of the participants were created, and the opinions of the participants were obtained through e-mail. The research findings were obtained through the sequential explanatory mixed method. The study revealed that the observer pre-service teachers could evaluate different performances consistently. The research also showed that the validity of the assessments was significantly low especially in the evaluation of low and medium level performances. The qualitative findings confirmed the quantitative findings.
Highlights
Teaching is a profession equipping students with certain knowledge and skills using various methods and techniques
Performance assessments are carried out using rubrics, they are not free of the judgments of the evaluator
As can be seen here, the views of the pre-service teachers on online peer assessment are categorized under five themes: (i) contribution, (ii) accuracy of the assessment, (iii) difficulties in the process, (iv) concerns, and (vi) the effects of the process on performance
Summary
Teaching is a profession equipping students with certain knowledge and skills using various methods and techniques. Pre-service teachers need assistance in planning of teaching, classroom management, evaluation of teaching, and choosing the appropriate teaching methods (Lemlech, 1995) They should be supported in terms of communication skills, classroom discourse, and professional motivation (Tomlinson, 1998). The structure of education and training processes have remarkably changed, which has necessitated the monitoring of the change in learners' skills using different methods. It intends to reveal the effectiveness of pre-service teachers’ peer assessment of presentation performances in an online course
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational Technology and Online Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
