The Views of Teacher Candidates on Self and Peer Assessment of Performance Assignments and Using Rubric (original) (raw)
Related papers
A Critical Analysis of Student’s Self-Assessment and Teacher’s Assessment
2015
This study addresses the mistrust and suspicion that used to follow teachers' assessment of students' class work and examinations. It sought to find out the level of agreement or otherwise between students' assessment of their class work and the assessment given by the teacher. The focus is to provide evidence that can reduce the mistrust with which students view teachers' assessment of their work. Thirty students in engineering drawing course were asked to produce orthographic views of a rectangular block that has a through hole. A marking guide and a model answer were produced by the teacher. Students were informed that their work will be blindly assessed by them, their peers and the teacher. They were taken through the marking guide and the model answer. Each student was asked to do a blind assessment of his/her work and that of the student sitting in front of him or her. They were asked to turn in the scores they gave themselves and the one they gave to their peer. Finally the work of every student was assessed by the teacher. Both teacher and students reviewed all the scores and the review showed that students' scores of their works were in most instances lower than those given by their peers and/or the teacher. From this outcome, students commented that they now appreciate that the assessment of their work is guided by what is expected of them and not what the teacher feels about them. Consequently their trust on teachers' assessment of their work got a boost.
Grading and Student Evaluation: Challenges and Consequences
The focus of the present study was to understand the grading system for student evaluation, its challenges and consequences. Evaluation is an essential part of the educational practice as some form of assessment is essential to find out the effectiveness of teaching learning processes and their assimilation by learners. External examinations "are mostly inappropriate for the "knowledge society" of the 21 st century and its" necessitate for innovative problem solvers", Questions if not structured well, "call for rote memorization and fail to test higher-order skills like reasoning and analysis, problem solving, lateral thinking, creativity and judgment. Evaluation offers a vital yard stick to judge the quality of students. It plays an essential role in the educational system. It also endows with motivation and a sense of purpose to both teachers and students to achieve set goals. The term examination has come to be linked with stress and anxiety. The pro...
Reducing Subjectivity in Scoring a Test by means of Self-, Peer and Teacher Assessmentso
The 6th LLTC Proceedings, 2020
A common drawback of a subjective test lies in scoring, which may result in scores that are too high or too low. This problem occurred in one of the classes that the author taught in the English Department of Surabaya State University (UNESA) when two learners expressed their doubts about the objectivity of the author in giving scores. To overcome the problem, action research was conducted. The subjects of the study were twenty-four undergraduates taking the elective course Teaching English to Young Learners (TEYL). At the end of the semester, they took an oral exam to evaluate their understanding of the materials. During the exam, they had to assess themselves (self-assessment) and their classmates (peer-assessment). At the same time, the author as a lecturer also assessed them (teacher assessment). The results showed that the teacher assessment yielded the lowest mean (1.63), whereas the mean of scores obtained from the peer assessment was higher (1.76). It was the learners themselves who overestimated their knowledge about TEYL, resulting in the highest mean (1.79). The mark of each undergraduate was the average of the scores they got from the self-, peer and teacher assessments. In this way, the subjectivity of the teacher in assessing the undergraduates could be eliminated and fairness in determining the scores could be improved.
The value of peer and self-assessments is commonly diminished by scoring range restriction by the raters. This investigation studied the effect of different levels of scoring criteria specificity and written feedback requests on the distribution of scores, the correlation between peer and self-assessments and the quantity and nature of written feedback. Increasing the number of criteria decreased the mean scores and increased the standard deviations of the peer and self-assessments, providing a wider range of scores and increasing the sensitivity of the instrument. Correlation between peer and self-assessment was improved with more specific criteria, depending on the statistic used. However, analysis revealed that the more specific written feedback requests elicited more peer feedback. Educators should consider the effects of criteria specificity and written feedback solicitation on rater behaviour when designing these instruments.
Journal of Education in Black Sea Region, 2016
The goal of the article is to find out the challenges of grading in student self and peer-assessment from teachers' and students' perspectives and to suggest ways to cope with them. Peer and self-assessment have accumulated a great significance in the last few decades related to vast application of the cognitive approach and the attempts of making students active agents of educational process rather than passive recipients of information. The overwhelming majority of modern educators believe that these concepts are the cornerstones of modern pedagogy and contributes to the promotion of learner autonomy to a great extent. Therefore, they lead to an improved learning environment and better learning outcomes. However, the concepts have some challenges when it comes to the final stage-grading. Depending on the social, cultural, and educational background, grading of the peer and self-assessment may be accompanied by hesitation and uncertainty as well as subjectivity and lack of reliability. In this work, the issue was investigated from two perspectives, teacher and student, to find out how the stakeholders perceive the problem and what can be done to cope with challenge of grading in self and peer-assessment. The research uses a questionnaire consisting of 20 questions with participation of 31 teachers and 100 students at Qafqaz University, Baku, Azerbaijan, to come to the conclusion about the issue addressing the challenge. The work is believed to be useful for educators to apply self and peer-assessment effectively, and also it can be a useful source for further research in the field.
An analysis of scoring via analytic rubric and general impression in peer assessment
2019
The aim of this research was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students' ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters' analytic rubric and general impression scoring, held a positive and highly strong relation.
Theoretical and Practical Aspects of Student Self-Assessment
The Education and science journal, 2018
Introduction. The problems of assessment of student achievements as an indicator of the quality of knowledge and skills acquired by them are constantly in the focus of the pedagogical community and scientists involved in the development of education. Currently, the question of the objective measurement of learning outcomes is especially relevant because the priority task of education is the development of the student's abilities to set independently learning goals, project ways of their implementation, monitor own actions, reflect own successes and failures and correct errors, in other words, the formation of the ability to learn independently. The traditional scoring system of grades is of little use to solve this problem since it is focused primarily on testing the reproductive level of mastering the training material and is aimed solely at external control, rather than improving the learning outcomes. In the new conditions, a new assessment system which includes self-control and self-assessment of students is required. The aim of the publication is to discuss the existing approaches to the formation of self-evaluation of students and the effective use of this pedagogical tool for monitoring and increasing the motivation to learning in the educational process. Methodology and research methods. The main research methods are theoretical analysis, synthesis, comparison and generalization of the content of scientific literature of the relevant subject matter. Results and scientific novelty. A new format for the learning outcomes assessment based on the collection of information on the achievements of the students from various sources and on the regular monitoring of their advancing progress along the individual educational trajectory is considered. Such a prolonged assessment is more informative than the usual marks which are set out in points, so it allows the teacher to promptly regulate the educational process and make timely correct decisions about its correction. In addition, it enables the student to participate in the procedures for assessing his/her own level of knowledge and develops his/her self-assessment skills. According to the initial targets, summative or forming types of self-assessment are identified. Its advantages as a mechanism for managing the educational process are shown: self-assessment contributes to
Secondary School Teachers' Ability to Understand Scoring Rubric and Practices
2014
The aim of this study was to analyze the teachers ‘understanding of rubric and its applications. The researchers gave ten written compositions to 10 th class students of Government High Schools. Ten secondary school teachers were purposively selected from various government schools of District Dir (L)and they were requested to mark the students test. The selected examiners were those who frequently check the secondary board papers. The researcher interviewed the examiners personally. The school teachers are responsible for the assessment of their students and have long seen the value of assessment rubrics. But the rubrics have been largely ignored in higher secondary schools. Moreover, all the secondary school teachers had criteria in their mind to evaluate something. On the bases of analysis of interview recommendations were made.
Theoretical Preconditions for [a] Change in the Student Assessment System: Toward Good Practices
Labor et Educatio, 2020
Student formal assessment is the core axis of the educational process that affects the whole teaching / learning activity, its quality, students’ success experience, their self-respect and self-esteem, and the perception of self-efficacy. By recognising prospects as the main learning objective and defining the outcome as personal and authentic learner progress, the assessment raises the need to pay a due attention to reflection, deep consideration, and feedback to all participants of the educational process. Against this background, doubts are started to be raised about appropriateness of the grade, currently being one of the most popular methods of the formal student assessment, leading to the scientific problem of this article. Over the last few decades, a shift in the assessment has been observed, from the focus exclusively on the end result to a stronger orientation toward the whole educational process, with an emphasis on motivating students to learn and strengthening their inv...
Students' self-assessment of assignments-is it worth it?
BACKGROUND Self-assessment refers to the involvement of learners in making judgements about their own learning, particularly about their achievements and the outcomes of their learning (Boud & Falchikov, 1989). Enhanced learning and professional development are the desirable end effect of self-assessment. However, questions are often raised about the reliability (i.e. accuracy and consistency) of students' self-assessment. Recent studies have revealed substantial discrepancies in students' self-assessment performance in terms of accuracy and consistency, potentially leading to the rejection of selfassessment. Hence, understanding the scope and limitations of students' self-assessment is critical. PURPOSE This study was intended to examine the reliability and importance of self-assessment, and uncover other significant learning and professional development benefits of students' self-assessment. DESIGN/METHOD Over the last three years, a longitudinal study of self-assessment of an assignment was conducted of successive first year university student cohorts, comprising of more than 75 per cent distance students. Students were asked to self-assess their assignments with the help of self-assessment guidelines and model answers. On the self-assessment feedback rubric provided, they allocated marks and provided justification for the marks for each assignment answer. Feedback from students' self-assessment was analysed quantitatively to examine the accuracy and consistency of selfassessment with respect to tutor's assessment, and qualitatively to understand the impact of selfassessment in their learning and professional development. RESULTS A comparison of students' self-assessment marks with the tutor's assessment marks showed that the majority of the students (~ 47%) overestimated their performance, while a significant proportion (~39%) remained within ±10 per cent of the tutor's assessment marks, and the remaining (~14%) undervalued their work. Correlations between students' self-assessment and tutor assessment marks ranged between-0.14 to 0.8 for various on campus and distance student cohorts. The accuracy of students' self-assessment was less than promising when considering tutor's marks as the benchmark (or expert judgement). These results are consistent with the findings of many other researchers including Boud & Falchikov (1989) and Lew et al. (2010). A wide range of correlations between various student cohorts also showed the lack of assessment consistencies. Therefore, students' selfassessment may not be a reliable (i.e. accurate and consistent) assessment technique even though some researchers have reported improved reliability under specific circumstances (e.g. Ross, 2006; Ward et al., 2002; and Rolheiser & Ross, 2006). The study has revealed that the major contributor to learning during students' self-assessment is not the accuracy or consistency of students' selfassessment. Instead it is the change in students' psychological perspectives when they go through the process of self-assessment. In this study metacognition, constructivist learning, and self-efficacy have been identified as triggers to students' learning and professional development during self-assessment. CONCLUSIONS The study has demonstrated that students vary considerably in assessing their own work. Hence, the learning gained during students' self-assessment may not come from the accuracy and consistency of self-assessment. Instead, it is triggered by the change in students' psychological perspectives resulting in metacognitive knowledge, learning constructivism and development of self-efficacy.