Peer Assessment Training in Teacher Education: Effects on performance and perceptions

TLDR

Peer assessment is increasingly emphasized in teacher education. The study examines how peer assessment training influences student teachers’ performance. Ninety‑three student teachers were randomly assigned to control and experimental groups; the experimental group received training in defining criteria, giving feedback, and writing assessment reports through peer‑assessment tasks embedded in a redesigned course. Experimental groups outperformed controls in assessment‑skill quality, achieved higher end‑product grades, and reported greater satisfaction with the redesigned course.

Abstract

Abstract The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that were embedded in a redesigned course. Analyses of data derived from peer assessment reports written by the students showed that the experimental groups surpassed the control groups in the quality of the assessment skill. As a result of the training, students from the experimental groups also scored significantly higher grades for the end products of the course than students from the control groups. The results of the questionnaire showed that all students were significantly more satisfied with the redesigned course.