Practical Applications for Using Peer Assessment in Physical Education Teacher Education Field Experiences

Abstract

Peer assessment (PA) occurs in many higher education programs. However, there is limited research examining PA in physical education teacher education (PETE) in regards to student teaching experiences. PA may be a method to better prepare PETE students to assess their future students. The field experience students assessed their fellow peers on management of student behaviors, class procedures, feedback given to students they were instructing and instructional time. The purpose of this article is to provide practical applications and guidelines for structuring peer assessment within field experiences such as context, objectives, training, selection and matching of participants. This peer assessment took place with PETE students completing their first field teaching experience. These applications and other literature regarding structure of peer assessments can assist with constructing the program to fit the needs of any school.