The Views of Teacher Candidates on Self and Peer Assessment of Performance Assignments and Using Rubric
Article Sidebar
Main Article Content
Abstract
In this study, the views of the teacher candidates on self and peer assessment of performance assignments and using rubric (scoring scale) in this process, are determined. The views of 158 students in total from Mathematics, Turkish and Science Teaching departments on the study, carried out during Mehmet Akif Ersoy University in 2014-2015 Fall term, are taken. The views of the teacher candidates are taken with interview form consisted of open-ended questions; not structured. An example application related to rubric is done before scoring. During the scoring of performance assignments, teacher candidates graded works of their peers studying in different classes firstly without using rubric, then, they graded by using rubric. Afterward, they graded their own performance assignments by means of using generally (non-rubric) and gradually rubric. Therefore, for the same performance assignments, 4 separate score were obtained, and these scores were reported to teacher candidates. At the end of the process, the opinions of the teacher candidates were taken. Qualitative data reached by means of the views of the teacher candidates on the process are analyzed in descriptive way. In respect of findings, the students emphasized that self and peer assessment increased self-confidence of them participating in the assessment process. Besides, they pointed out that they compared their own work by seeing the work of their peers and realized its shortcomings. Analysing teacher candidates’ opinions subjected to rubric, the teacher candidates stressed that they learned how scoring should be done, and what you need to pay attention in their careers. Also more reliable results are taken by use of rubric’s providing the chance of multi-directional and objective assessment. Moreover it is seen that the students, who have had hesitations on scoring process at the beginning, present positive opinions at the end.   Â
Â
Keywords: self-assessment; peer assessment; performance assignment;rubric ( scoring scale).
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Andrade, H. & Reddy, Y.M. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education Vol. 35, No. 4, 435–448.
Andrade, H. & Du, Ying. (2007). Student responses to criteria-referanced self-assessment. Assessment & Evaluation in Higher Education Vol. 32, No. 2, pp. 159–181.
Andrade, H. & Du, Ying. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research&Evaluation, Volume 10, Number 3.
Andrade, H. & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48:12–19, DOI:10.1080/00405840802577544.
Aydeniz, M. & Gilchrist, M.A. (2013). Using self-assessment to improve college students’ engagement and performance in introductory genetics. Necatibey Egitim Fakultesi Elektronik Fen ve Matematik Egitimi Dergisi (EFMED) Cilt 7, Sayı 2, sayfa 1-17.
Berry, R. (2008). Assessment for learning. Hong Kong: Hong Kong University Press.
Bloxham, S. &West, A. (2004). Understanding the rules of the game: marking peer assessment as a medium for developing students’ conceptions of assessment. Assessment & Evaluation in Higher Education Vol. 29, No. 6.
Bolton, F. C. (2006). Rubrics and adult learners: Andragogy and Assessment. Assessment Update, Volume 18, Number 3.
Bound, D. & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18, 529–549.
Bozkurt, E. & Demir R., (2013). Ogrenci gorusleriyle akran degerlendirme: Bir ornek uygulama. Ä°lkogretim Online, 12(1), 241â€253.
Cheung, R.H.P. (2009). The use of self-assessment to foster students' learning in teacher education: An experience in teaching practice. Action in Teacher Education, Vol. 31, No. 1.
Cheng, W. & Warren, M. (1997). Having second thoughts: student perceptions before and after a peer assessment exercise. Studies in Higher Education,, Vol. 22 Issue 2, p233, 7p.
Hanrahan, S.J. & Isaacs, G. (2010). Assessing self and peer assessment: the students’ views. Higher Education Research & Development, Vol. 20, No. 1.
Kaufman, J.H. (2010). Students’ perceptions about peer assessment for writing: their origin and impact on revision work. Springer Science Business Media B.V. DOI 10.1007/s11251-010-9133-6.
Keefer, L.R. (2010). Rubric-referenced assessment in teacher preparation. Practical Assessment, Research & Evalıation, Volume 15, Number 8.
Keppell, M. & Carless D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, Vol.13, No:2, 179 191.,
Knight, L.A. (2006). Using rubrics to assess information literacy. Reference Services Review, 34, no. 1: 43–55.
Koc, C. (2011). Sınıf ogretmeni adaylarının ogretmenlik uygulamasında akran degerlendirmeye iliskin gorusleri. Kuram ve Uygulamada Egitim Bilimleri, 11(4).
Koutsoupidou, T. (2010). Self-assessment in generalist preservice kindergarten teachers’ education: Insights on training, ability, environments, and policies. Arts Educatıon Polıcy Revıew, 111: 105–111. DOI: 10.1080/10632911003626937.
Lee, C. (2015). The effects of online peer assessment and family entrepreneurial experience on students’ business planning performance Tojet, The Turkish Online Journal of Educational Technology, volume 14 issue 1.
Lee, H. (2008). Students’ perceptions of peer and self assessment in a higher education . Online Collaborative Learning Environment. United States: Proquest LLC.
Lynch, R., McNamara, P. M. & Seery, N. (2012). Promoting deep learning in a teacher education programme through self and peer-assessment and feedback. European Journal of Teacher Education, Vol. 35, No. 2, 179–197.
Nitko, A.J. & Brookhart, S.M. (2011). Educational assessment of students (6th.ed.). Boston: Pearson Education.Z anadeol, E. & Tapia, J.A. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our.Electronic Journal of Research in Educational Psychology, 11(2), 551- 576.
Panadero, Romero & Strijbos, (2013). The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance and perceptions of fairness and comfort. Studies in Educational Evaluation, Volume 39, Issue 4, Pages 195-203.
Paris, S.G. & Paris,A.H. (2001). Classroom aplications of research on self-regulated learning. Educational Psychologist, 36 89- 101.
Sluijsmans, D. M. A., & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.
Sonmez, V.& Alacapınar, F.G. (2013). Orneklendirilmis bilimsel arastırma yontemleri (2. Baskı). Ankara: Anı Yayıncılık. Thomas, G., Martin, D. & Pleasants, K. (2011). Using self- and peer-assessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice. Volume 8 | Issue 1.
Topping, K. J. (2009). Peer assessment. Theory into Practice, 48, 20–27. DOI: 10.1080/00405840802577569.
Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessmet in Education: Principles, Policy&Practice, 14:3, 281-294, DOI:10.1080/09695940701591867.
Uysal, K. (2008). Ogrencilerin olcme degerlendirme surecine katılması: akran degerlendirme ve oz degerlendirme. Yuksek Lisans Tezi. Abant İzzet Baysal Universitesi, Sosyal Bilimler Enstitusu, Bolu.
Wen, M.L. & Tsai, C. (2006). University students’ perceptions of and attitudes toward (online) peer assessment. Higher Education 51: 27–44, DOI 10.1007/s10734-004-6375-8.
Willey, K. & Gardner, A. (2009). Changing student’s perceptions of self and peer assessment, Proceedings of the Research in Engineering Education Symposium, Palm Cove, QLD.