Students’ Perspectives on Peer Assessment
Florence Le Hebel
(1)
,
Costas P. Constantinou
,
Alena Hošpesová
(2)
,
Regula Grob
,
Monika Holmeier
,
Pascale Montpied
(1)
,
Marianne Moulin
(1)
,
Jan Petr
,
Lukas Rokos
,
Iva Stuchlíkova
,
Andrée Tiberghien
(1)
,
Olia Tsivitanidou
,
Iva Zlabkova
Florence Le Hebel
- Fonction : Auteur
- PersonId : 173171
- IdHAL : florence-le-hebel
- IdRef : 061591416
Costas P. Constantinou
- Fonction : Auteur
Regula Grob
- Fonction : Auteur
Monika Holmeier
- Fonction : Auteur
Pascale Montpied
- Fonction : Auteur
- PersonId : 953422
Marianne Moulin
- Fonction : Auteur
- PersonId : 12257
- IdHAL : marianne-moulin
- ORCID : 0000-0002-4116-7048
- IdRef : 186165005
Jan Petr
- Fonction : Auteur
Lukas Rokos
- Fonction : Auteur
Iva Stuchlíkova
- Fonction : Auteur
Andrée Tiberghien
- Fonction : Auteur
- PersonId : 172249
- IdHAL : andree-tiberghien
- ORCID : 0000-0001-8471-1245
- IdRef : 055387764
Olia Tsivitanidou
- Fonction : Auteur
Iva Zlabkova
- Fonction : Auteur
Résumé
This chapter reports the results of three research studies on peer assessment carried out in different countries where it is an unusual practice (France, Switzerland, and the Czech Republic). The three research studies focus on different competences and different disciplines (sciences and mathematics), but they all involve inquiry-based approaches at primary and secondary school level. In the French study, the data reported in this chapter explore relationships between success in task processing and the ability to mark a peer’s written artefact on the same task. The Swiss research study examines the type of peer feedback students offer their peers while assessing their models, based on a fine-grained analysis of peer feedback comments. In the Czech Republic, the study focuses on students’ reflection on peer assessment in inquiry lessons. The three studies conclude the necessity of allowing the sharing of “knowledge authority” in the classroom to evolve and to be integrated into usual classroom practice. However, researchers have a divergent view on the sharing of responsibility for validation of knowledge between the student and the teacher. Moreover, we can conclude that peer assessment can be a way to trigger metacognitive work on knowledge and competences in science and on assessment criteria and teacher expectations, at a class level and individual student level.
Domaines
LinguistiqueFormat du dépôt | Notice |
---|---|
Type de dépôt | Chapitre d'ouvrage |
Titre |
en
Students’ Perspectives on Peer Assessment
|
Résumé |
en
This chapter reports the results of three research studies on peer assessment carried out in different countries where it is an unusual practice (France, Switzerland, and the Czech Republic). The three research studies focus on different competences and different disciplines (sciences and mathematics), but they all involve inquiry-based approaches at primary and secondary school level. In the French study, the data reported in this chapter explore relationships between success in task processing and the ability to mark a peer’s written artefact on the same task. The Swiss research study examines the type of peer feedback students offer their peers while assessing their models, based on a fine-grained analysis of peer feedback comments. In the Czech Republic, the study focuses on students’ reflection on peer assessment in inquiry lessons. The three studies conclude the necessity of allowing the sharing of “knowledge authority” in the classroom to evolve and to be integrated into usual classroom practice. However, researchers have a divergent view on the sharing of responsibility for validation of knowledge between the student and the teacher. Moreover, we can conclude that peer assessment can be a way to trigger metacognitive work on knowledge and competences in science and on assessment criteria and teacher expectations, at a class level and individual student level.
|
Auteur(s) |
Florence Le Hebel
1
, Costas P. Constantinou
, Alena Hošpesová
2
, Regula Grob
, Monika Holmeier
, Pascale Montpied
1
, Marianne Moulin
1
, Jan Petr
, Lukas Rokos
, Iva Stuchlíkova
, Andrée Tiberghien
1
, Olia Tsivitanidou
, Iva Zlabkova
1
ICAR -
Interactions, Corpus, Apprentissages, Représentations
( 51028 )
- 5, av Pierre Mendès-France 69676 BRON CEDEX
- France
2
University of South Bohemia
( 308214 )
- Ceské Budèjovice
- Tchéquie
|
Langue du document |
Anglais
|
Titre de l'ouvrage |
Transforming Assessment
|
ISBN |
978-3-319-63248-3
|
Vulgarisation |
Non
|
Audience |
Internationale
|
Date de publication |
2018
|
Volume |
4
|
Page/Identifiant |
143-173
|
URL éditeur |
https://link.springer.com/chapter/10.1007/978-3-319-63248-3_6
|
Domaine(s) |
|
Éditeur scientifique |
|
Collaboration/Projet |
|
Projet(s) ANR |
|
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