ERIC Number: EJ1257289
Record Type: Journal
Publication Date: 2020-May
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
How Peer Assessment Could Be Interactive and Effective
El-Senousy, Hala
South African Journal of Education, v40 n2 Article 1651 May 2020
In practical courses, students consider teachers' assessment of various skills to be baseless and unfair. Unfortunately, due to a lack of equipment, only a few students take part in practical skills performance, while the rest of the students remain passive in learning and assessment. In this paper we suggest an original design to use peer assessment as an interactive strategy and examine its efficiency to improve students' individual skills, teamwork skills and practical performance in an educational technology course. In the study reported on here, a quasi-experimental design was used, which included a sample of 73 female students divided into experimental and control groups. The treatment tools were provided to the experimental group while the assessment tools were applied to both groups before and after the intervention. Data analysis revealed that an interactive peer assessment strategy was effective in improving individual skills, teamwork skills and practical performance. We recommend that this suggested strategy is used widely in practical courses.
Descriptors: Peer Evaluation, Active Learning, Skill Development, Females, Peer Teaching, Tutoring, Cooperative Learning, Teamwork, Competency Based Teacher Education, College Students, Instructional Effectiveness, Evaluation Methods
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A