Peer Assessment for Development of Preservice Teachers

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Author(s): Lorraine Gilpin (Georgia Southern University, USA), Yasar Bodur (Georgia Southern University, USA)and Kathleen Crawford (Georgia Southern University, USA)
Copyright: 2009
Pages: 18
Source title: Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
Source Author(s)/Editor(s): Christopher S. Schreiner (University of Guam, Guam)
DOI: 10.4018/978-1-60566-667-9.ch016

Keywords: Education / Educational Technologies / Information Science Reference / Surveys, Measurements & Response Systems

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Abstract

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

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