An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education

This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments...

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Bibliographic Details
Published in:Higher education studies 2016-02, Vol.6 (1), p.136
Main Author: Kilic, Didem
Format: Article
Language:English
Subjects:
Case Studies
Comparative Analysis
Foreign Countries
Formative Evaluation
Friedman Two Way Analysis of Variance
Higher Education
Peer Evaluation
Preservice Teachers
Scores
Self Evaluation (Individuals)
Statistical Analysis
Summative Evaluation
Teacher Education
Teacher Effectiveness
Teacher Evaluation
Teaching Methods
Turkey
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Summary:This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.
ISSN:1925-4741
1925-475X
DOI:10.5539/hes.v6n1p136