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DOI:http://dx.doi.org/10.26855/er.2021.05.002

Face-to-Face Peer Assessment in Teacher Education/Training: A Review

Date: May 19,2021 |Hits: 329 Download PDF How to cite this paper

Keith James Topping

University of Dundee, Scotland, UK.

*Corresponding author: Keith James Topping

Abstract

This is a review of research literature on peer assessment (PA) on a face-to-face basis (without the use of technology) in teacher education and training (including pre-service and in-service teachers). PA is not just a tool for managing teaching burdens, but a mechanism for enhanced learning. Studies show PA has a consistent moderate effect and is at least as effective as assessment by teachers. A large number of databases were searched, from 2000-2020. Seventy-three papers were included. Participant perceptions of PA were reviewed, followed by studies of more objective PA outcomes. Most studies found that PA was effective and well received, but sometimes there was initial student resistance. Evidence-based design considerations for PA were then given. Limitations of the research were reviewed and the implications for practitioners, researchers and policy-makers outlined. Overall, peer assessment seemed an effective pedagogical tool for teachers, but there was little evidence of experience of it carrying over into use with school students.

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How to cite this paper

Face-to-Face Peer Assessment in Teacher Education/Training: A Review

How to cite this paper: Keith James Topping. (2021). Face-to-Face Peer Assessment in Teacher Education/Training: A Review. The Educational Review, USA5(5), 117-130.

DOI: http://dx.doi.org/10.26855/er.2021.05.002

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