Peer assessment for development of preservice teachers

Lorraine Gilpin, Yasar Bodur, Kathleen Crawford

Research output: Contribution to book or proceedingChapterpeer-review

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.

Original languageEnglish
Title of host publicationHandbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
PublisherIGI Global
Pages263-280
Number of pages18
ISBN (Print)9781605666679
DOIs
StatePublished - 2009

Fingerprint

Dive into the research topics of 'Peer assessment for development of preservice teachers'. Together they form a unique fingerprint.

Cite this