Predictive Validity of Peer Assessment in Micro-Teaching: Correlation with Teacher Ratings among Indonesian Preservice EFL Teachers

PurposeThe purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.Design/methodology/approachThe study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved.FindingsThe results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included.Originality/valueIn the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.

In this research, self, peer and teacher assessment applications were carried out in a science education course included in the teacher education programme. The purpose of this study was to determine the level of relationship between self, peer and teacher assessment. Another aim of the study was to analyze whether there was reciprocity bias in these assessments. In the research, the pre-service science teachers (203 participants in total) assessed themselves and their peers in terms of presentation skills in higher education. The research is a quantitative research that employs descriptive and inferential statistical methods. Self-assessment and peer assessment scores showed moderately high correlations with teacher scores but both were higher than teacher scores. The analyses of reciprocity bias level demonstrated that the scores received or assigned by peers were almost unaffected by bias. On the basis of all these results, it could be argued that self-assessment and peer assessment applications can be used to evaluate presentation skills in teacher education programmes or different tasks in other areas in higher education. Article visualizations:

In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. Further underpinning this problem, is that Omani pre-service teachers are expected to undertake an International English Language Testing System (commonly referred to as IELTS), as a measurement of their English proficiency. This approach is problematic, in principle, as it is positioned after graduation and therefore forms no connection to the pre-service teachers’ school experience nor does it add to quality teaching and assessment. This recent shift in thinking, as to the idea that educational assessment should be based on psychometric measurements and grades, has evolved into assessment practices which encourage the integration of assessment into the learning and teaching environment. This thesis is concerned with how the pre-service English Language teacher’s classroom performance is assessed in Oman. Drawing on the work of Gipps (1999, 2002), this thesis adopted a sociocultural perspective to investigate the phenomenon of assessment practices associated with evaluating pre-service teacher’s classroom performance during school-based professional experience (also known as teaching practicum). Understanding assessment practices from a sociocultural perspective and its current practices such as authentic assessment and Assessment for Learning (AfL) assists pre-service teachers to learn so as to become professional, qualified teachers. To achieve the aims of this study, the thesis adopted a qualitative hermeneutic phenomenology approach to investigate the assessment phenomenon and to gain a deep understanding from the key stakeholders involved in the phenomenon. To enable this, the data collected from three higher education institutions, namely Sultan Qaboos University (SQU), Rustaq-College of Applied Sciences (CAS) and Nizwa University and their participating schools. A range of different data sources obtained: assessment texts which position pre-service English Language teachers; three-series of interviews with the different stakeholders: three pre-service teachers, three cooperating teachers and four university supervisors to reveal their experiences; and observing the phenomenon in situ to triangulate with the aforementioned data. Implementing hermeneutic phenomenology, the obtained data analysed using two approaches: Critical Discourse Analysis (CDA) and Interpretive Phenomenological Analysis (IPA) so that the existing practices for assessing pre-service English language teachers’ classroom performance in Oman were captured. The analyses revealed that each institution has its assessment practices influenced by its socio-political structure, yet SQU, unlike Rustaq-CAS and Nizwa University, is distinguished in relation to its pre-determined set of professional standards for graduating teachers; explicit assessment criteria that are shared and discussed with pre-service teachers; collaboration between all stakeholders in the assessment process; a clearly defined role for the cooperating teacher as mentor; effective feedback provided to the pre-service teacher; using portfolios to record and document the pre-service teachers achievements; and effective self- and peer-assessment strategies. These practices are mostly experienced by stakeholders at SQU due to its international accreditation under the influence of the standards based on the American Council on the Teaching of Foreign Languages (ACTFL). The findings suggest that SQU assessment practices are more aligned with the indicators of international best practice, compared to that of Rustaq-CAS and Nizwa University. Similarly, SQU had a better understanding of assessment practices from a sociocultural perspective. This means that within the context of assessing pre-service teachers’ classroom performance in Oman, the findings are not about each higher education institution but about producing quality teacher graduates by reforming the Omani assessment practices. Having SQU as a model in Oman, the key recommendations for policy and practice from this study are to: 1) set a national professional standards for teachers; 2) have explicit assessment criteria that align with the professional standards; 3) share the assessment criteria for success between all stakeholders in the phenomenon; 4) strengthen the collaboration between schools and universities as well as university supervisors and cooperating teachers,5) make the role of the portfolio more explicit in terms of monitoring and enhancing pre-service teacher development and learning; 6) empower the cooperating teacher to provide a more meaningful mentoring role to pre-service teachers; 7) provide explicit training in effective peer and self-assessment strategies for pre-service teachers in the classroom context and 8) provide explicit training in understanding and delivering quality feedback on classroom performance for all stakeholders.

Purpose – This study aims to analyze the influence of peer assessment and constructive feedback on the pedagogical skills of Islamic Education pre-service teachers in the microteaching course. Design/methods/approach – This research employed a quantitative design with a correlational explanatory approach. The study population consisted of two classes of sixth-semester students from the Islamic Education Study Program at the State Institute for Islamic Studies (IAIN) Curup, all of whom were enrolled in the microteaching course. The data were analyzed using multiple linear regression to assess both the simultaneous and partial effects of the two independent variables on the dependent variable. Findings – The F-test showed a value of 24.173 with a significance of 0.000 (p < 0.05), indicating that peer assessment and constructive feedback together significantly affect students' pedagogical skills. The t-test results revealed that peer assessment (t = 3.052, p = 0.004) and constructive feedback (t = 3.762, p = 0.000) each have a significant individual impact (p < 0.05), confirming their respective contributions to improving pedagogical skills. Research implications – Pedagogical skills are essential for prospective teachers, especially in improving their understanding and teaching skills. Although microteaching offers practical teaching experience, students still face challenges in areas such as lesson planning, classroom management, teaching strategies, and assessment. To address these issues, peer assessment and constructive feedback offer promising strategies to enhance pedagogical development.

The study aimed to determine if there is a significant difference between peer and lecturer assessment scores and to explore the relationship between peer assessment scores and the study year of preservice teachers. Furthermore, the study explored the effect of Blackboard Collaborate online group presentations on the development of pedagogical skills of undergraduate pre-service teachers. Two hundred and sixty-two peer and lecturer assessment scores were compared, while 53 students completed the Google form survey. A Wilcoxon signed-rank test showed a statistically significant difference between peer scores and lecturer-moderated scores in different courses. However, the test did not show a statistically significant difference in the course N2. There was a statistically significant negative correlation between the study year and the difference in scores. The data revealed that the group presentations and assessment improved the pedagogical and assessment skills of the pre-service teachers. The findings are expected to inform practitioners about group presentation and peer assessment practices and their potential to improve pedagogical and assessment skills for preservice teachers during a period of crisis such as the COVID-19 pandemic.

Given the wide use of peer assessment, especially in higher education, the relative accuracy of peer ratings compared to teacher ratings is a major concern for both educators and researchers. This concern has grown with the increase of peer assessment in digital platforms. In this meta-analysis, using a variance-known hierarchical linear modelling approach, we synthesise findings from studies on peer assessment since 1999 when computer-assisted peer assessment started to proliferate. The estimated average Pearson correlation between peer and teacher ratings is found to be .63, which is moderately strong. This correlation is significantly higher when: (a) the peer assessment is paper-based rather than computer-assisted; (b) the subject area is not medical/clinical; (c) the course is graduate level rather than undergraduate or K-12; (d) individual work instead of group work is assessed; (e) the assessors and assessees are matched at random; (f) the peer assessment is voluntary instead of compulsory; (g) the peer assessment is non-anonymous; (h) peer raters provide both scores and qualitative comments instead of only scores; and (i) peer raters are involved in developing the rating criteria. The findings are expected to inform practitioners regarding peer assessment practices that are more likely to exhibit better agreement with teacher assessment.

Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment

In problem-based learning (PBL), collaboration and productive interactions among group members are not spontaneous processes. One way to support students in PBL is to integrate self- and peer assessment to assess group members’ contribution to solving the problem. The purpose of this case study was to determine the perceptions of Bachelor of Education preservice geography teachers of their own as well as their fellow group members’ contribution in a geography PBL activity. The study used a quantitative research method based on assessment rubric application where geography preservice teachers were asked to provide an assessment on their own and fellow group members’ contribution, which included leadership, collaboration, initiative, attitude, effort, research, communication and a written report as well as individual tasks. The results indicated that effort, attitude and collaboration received the highest scores in self-assessment as well as peer assessment. Interestingly, the preservice geography teachers gave higher scores for their contribution to themselves, in comparison to peer assessment. No real gender differences in the self- and peer assessment of male and female preservice teachers’ contribution occurred in this study. The female preservice geography teachers received higher scores for most of the criteria in both self- and peer assessment compared to the male participants.

This study examines fidelity of ranking and rating scales in the context of online peer review and assessment. Using the Monte-Carlo simulation technique, we demonstrated that rating scales outperform ranking scales in revealing the relative true latent quality of the peer-assessed artifacts via the observed aggregate peer assessment scores. Our analysis focused on a simple, single-round peer assessment process and took into account peer assessment network topology, network size, the number of assessments per artifact, and the correlation statistics used. This methodology allows to separate the effects of structural components of peer assessment from cognitive effects.

The benefits of engaging students in reflective practice through a process of peer learning and peer assessment are said to include increased awareness of the quality of their work, increased self reflection on their learning and on their performance as peer evaluators, improved student learning outcomes and the development of life long learning skills. Despite these potential benefits, several studies have reported unfavourable student attitudes to peer assessment, including student fears about the effects of rivalries and competition, a lack of confidence about their qualifications to carry out the work, doubts about their ability to be objective and lack of training for the task. The literature also reports various strategies that can be adopted to address these concerns, such as the provision of training for students and tutors in self, peer and collaborative assessment, and ensuring students understand the benefits to be gained from participation in the assessment process. This paper explores the potential of these alternative assessment models by drawing on the experience of the authors who have employed collaborative formative peer review and peer assessment in their undergraduate media arts courses over the last three years. The benefits for students and teachers engaged in a process of reflective practice are reported as well as the challenges in moving from formative review to a peer assessment approach. In the concluding section of the paper, the authors discuss suggested strategies aimed at addressing the identified challenges and facilitating student engagement in the peer assessment process.

Fostering pre-service teachers' self-regulated learning through self- and peer assessment of wiki projects

Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability.

Considering the characteristics that teachers should have, concepts such as critical thinking, active learning, taking responsibility, evaluation, analysis, self-evaluation and reflective thinking are important. In this context, micro-teaching and peer assessment methods come to the fore. Micro-teaching is defined as sharing a part of the course with peers and receiving feedback from peers or advisors. Peer assessment, on the other hand, involves providing constructive suggestions among peers, reviewing and giving feedback according to predetermined criteria. In the study, pre-service teachers' views on micro-teaching and peer assessment methods were evaluated. The study was designed as a case study, one of the qualitative research methods. The participants of the study consisted of eight pre-service mathematics teachers studying in the Department of Elementary Mathematics Teaching at a university in Turkey. Questionnaires about microteaching and peer assessment were used as data collection tools. A 14-week microteaching and peer assessment implementation process was carried out with the participants. As a result of the applications, pre-service mathematics teachers' opinions about these concepts were obtained. As a result, the pre-service teachers stated that the application provided positive developments in their cognitive, affective and psychomotor behaviors and that they gained professional experience.

This study aims at determining the effect of peer assessment technique on pre-service teachers’ teaching practices. In this study, “case study” which is one of the qualitative research methods that provide an opportunity to study one side of the problem in the study in details, and in a shorter time was used. The study group of the study consists of pre-service teachers who studied at social studies teaching the program in the 2016-2017 academic year in the Faculty of Education, in Karadeniz Technical University, and the sample of the study consists of 14 pre-service teachers chosen among the final year students. In choosing the sample, homogeneous sampling method which is one of the “purposeful sampling methods “that provide information about the situations thought to have rich information was used. In the study, “semi-structured interview form” and “observation form” were carried out as data collection tools. The data obtained from the observation form were analyzed with “descriptive analysis technique” which is among the qualitative research methods. “Content analysis technique” was used in the analysis of the data obtained from the semi-structured interview form. According to the obtained findings, it was concluded that peer assessment approach has an important role in more qualified pre-service teacher training and in the improvement of the competence on the teaching profession, and peer assessment generally has a positive effect on pre-service teachers. Based on the results of the study, some suggestions were made; an environment in which pre-service teachers can be trained better in terms of professional skill by involving peer assessment in teaching practice can be created, pre-service teachers can be informed well about peer assessment approach by experts, and they can be informed in a detailed way related to the process.

CGEA 2015 CONFERENCE ABSTRACT (EDITED) A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Paired Self- and Peer Evaluations. Amanda R. Emke, Steven Cheng, and Carolyn Dufault Construct: This study sought to assess the professionalism of 2nd-year medical students in the context of team-based learning. Background: Professionalism is an important attribute for physicians and a core competency throughout medical education. Preclinical training often focuses on individual knowledge acquisition with students working only indirectly with faculty assessors. As such, the assessment of professionalism in preclinical training continues to present challenges. We propose a novel approach to preclinical assessment of medical student professionalism to address these challenges. Approach: Second-year medical students completed self- and peer assessments of professionalism in two courses (Pediatrics and Renal/Genitourinary Diseases) following a series of team-based learning exercises. Assessments were composed of nearly identical 9-point rating scales. Correlational analysis and linear regression were used to examine the associations between self- and peer assessments and the effects of predictor variables. Four subgroups were formed based on deviation from the median ratings, and logistic regression was used to assess stability of subgroup membership over time. A missing data analysis was conducted to examine differences between average peer-assessment scores as a function of selective nonparticipation. Results: There was a significant positive correlation (r = .62, p < .0001) between self-assessments completed alone and those completed at the time of peer assessment. There was also a significant positive correlation between average peer-assessment and self-assessment alone (r = .19, p < .0002) and self-assessment at the time of peer assessment (r = .27, p < .0001). Logistic regression revealed that subgroup membership was stable across measurement at two time points (T1 and T2) for all groups, except for members of the high self-assessment/low peer assessment at T1, who were significantly more likely to move to a new group at T2, χ2(3, N = 129) = 7.80, p < .05. Linear regression revealed that self-assessment alone and course were significant predictors of self-assessment at the time of peer assessment (Fself_alone = 144.74, p < .01 and Fcourse = 4.70, p < .05), whereas average peer rating, stage (T1, T2) and academic year (13–14, 14–15) were not. Linear regression also revealed that students who completed both self-assessments had significantly higher average peer assessment ratings (average peer rating in students with both self-assessments = 8.42, no self-assessments = 8.10, self_at_peer = 8.37, self_alone = 8.28) compared to students who completed one or no self-assessments (F = 5.34, p < .01). Conclusions: When used as a professionalism assessment within team-based learning, stand-alone and simultaneous peer and self-assessments are highly correlated within individuals across different courses. However, although self-assessment alone is a significant predictor of self-assessment made at the time of assessing one's peers, average peer assessment does not predict self-assessment. To explore this lack of predictive power, we classified students into four subgroups based on relative deviation from median peer and self-assessment scores. Group membership was found to be stable for all groups except for those initially sorted into the high self-assessment/low peer assessment subgroup. Members of this subgroup tended to move into the low self-assessment/low peer assessment group at T2, suggesting they became more accurate at self-assessing over time. A small group of individuals remained in the group that consistently rated themselves highly while their peers rated them poorly. Future studies will track these students to see if similar deviations from accurate professional self-assessment persist into the clinical years. In addition, given that students who fail to perform self-assessments had significantly lower peer assessment scores than their counterparts who completed self-assessments in this study, these students may also be at risk for similar professionalism concerns in the clinical years; follow-up studies will examine this possibility.