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ERIC Number: EJ962630
Record Type: Journal
Publication Date: 2011-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 11
The Effect of Peer-Assessment on the Attitudes of Pre-Service Elementary and Middle School Teachers about Writing and Assessing Mathematics
Beaver, Cheryl; Beaver, Scott
Issues in the Undergraduate Mathematics Preparation of School Teachers, v5 Dec 2011
Through a study conducted in a core Foundations of Mathematics course at Western Oregon University, the authors investigate the thesis that peer-grading helps future elementary and middle school teachers improve their own attitudes about writing and assessing mathematics. Study participants were asked to provide scale responses to a series of questions regarding their perceptions of their ability to write mathematics and to assess written mathematics, before and after the course sequence. Students in the experimental group were asked to do a sequence of scored peer grading exercises during the course, while those in the control group were not. Statistically significant positive changes are noted in a variety of the experimental groups' perceptions, in particular the beliefs that writing about mathematics will help them learn the topic better, that peer-assessment can help them increase their own depth of knowledge about the topic, and that they will eventually become good at writing sentences and paragraphs about mathematics. The full results of the study are presented, along with a representative sample of students' open comments.
Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon