Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom
- PDF / 676,997 Bytes
- 20 Pages / 439.37 x 666.142 pts Page_size
- 98 Downloads / 197 Views
Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom Laura Ketonen 1
& Markus
Hähkiöniemi 1 & Pasi Nieminen 1 & Jouni Viiri 1
Received: 4 June 2019 / Accepted: 16 October 2019/ # The Author(s) 2020
Abstract Peer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors. Keywords Case study . Formative assessment . Peer assessment . Physics learning .
Secondary school
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10763-01910030-3) contains supplementary material, which is available to authorized users.
* Laura Ketonen [email protected]
1
Department of Teacher Education, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland
L. Ketonen et al.
Introduction Formative assessment (FA) has attracted significant interest among educators and researchers since Black and Wiliam published their seminal articles in (1998a, b). While the reported results have been criticized (Bennett, 2011; Kingston & Nash, 2011), the benefits of FA are not in question. Black and Wiliam (1998b) define assessment as formative when the information gathered in the assessment is “actually used to adapt the teaching to meet student needs” (p. 140). This definition does not specify who adapts the teaching, but we deduce that it is not only the teacher but also students and their peers. By definition, an adaptive process must consider the circumstances. Consequently, the research of FA should encompass knowledge of individual students in order to describe its very essence. In this study, we will investigate peer assessment from this angle. Accor
Data Loading...
