The Views of Pre-Service Elementary Teachers about Online and Traditional Peer Assessment

Autor/inn/en	Akcay, Ahmet Oguz; Guven, Ufuk; Karahan, Engin
Titel	The Views of Pre-Service Elementary Teachers about Online and Traditional Peer Assessment
Quelle	In: International Journal of Assessment Tools in Education, 8 (2021) 2, S.409-422 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akcay, Ahmet Oguz) ORCID (Guven, Ufuk) ORCID (Karahan, Engin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	Preservice Teachers; Undergraduate Students; Student Attitudes; Elementary Education; Peer Evaluation; Validity; Confidentiality; Friendship; Evaluation Criteria; Interaction; Synchronous Communication; Computer Mediated Communication; Web 2.0 Technologies; Public Colleges; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Elementarunterricht; Gültigkeit; Freundschaft; Interaktion; Computerkonferenz; Ausland; Türkei
Abstract	The goal of this study is to compare traditional peer evaluation and online peer evaluation in order to identify which method is more effective in evaluating peers. Qualitative research method was used in this study to understand pre-service teachers' opinions on different peer evaluation techniques. The study was carried out in a state university in Turkey. The sample consisted of 58 second year pre-service teachers majoring in primary school teacher program who enrolled in "Instructional Technologies and Material Development" course. Pre-service teachers were divided into 11 groups, with five or six students in each group. Participation was voluntary and the students in each group actively participated in the traditional and online peer assessment activities. The analyses of the data were done via content analysis, by creating categories and then themes. The themes that emerged as a result of the analysis of the data collected within the study were (1) objectivity, (2) evaluation criteria, (3) interaction, and (4) attributes of the online evaluation platform. The study concluded that a combination of peer and instructor evaluation and even self-assessment can give a better validity and objectivity of assessment. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01