Literaturnachweis - Detailanzeige
Autor/inn/en | Zulliger, Sandra; Buholzer, Alois; Ruelmann, Merle |
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Titel | Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance |
Quelle | In: European Journal of Educational Research, 11 (2022) 2, S.663-680 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zulliger, Sandra) ORCID (Buholzer, Alois) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2165-8714 |
Schlagwörter | Student Evaluation; Peer Evaluation; Self Evaluation (Individuals); Mathematics Instruction; Mathematics Achievement; Division; Grade 4; Elementary School Students; Program Effectiveness; Foreign Countries; Formative Evaluation; Metacognition; Elementary School Mathematics; Switzerland Schulnote; Studentische Bewertung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elementare Mathematik; Schulmathematik; Schweiz |
Abstract | The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study. (As Provided). |
Anmerkungen | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |