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

Autor/in	Kiliç, Didem
Titel	An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education
Quelle	In: Higher Education Studies, 6 (2016) 1, S.136-144 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Higher Education; Teacher Education; Self Evaluation (Individuals); Peer Evaluation; Case Studies; Teacher Evaluation; Foreign Countries; Teaching Methods; Comparative Analysis; Preservice Teachers; Scores; Formative Evaluation; Summative Evaluation; Teacher Effectiveness; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Teacher appraisal; Lehrerbeurteilung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Statistische Analyse; Türkei
Abstract	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 successful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01