Pathways Through Peer Assessment : Implementing Peer Assessment in a Lower Secondary Physics Classroom
Ketonen, L., Hähkiöniemi, M., Nieminen, P., & Viiri, J. (2020). Pathways Through Peer Assessment : Implementing Peer Assessment in a Lower Secondary Physics Classroom. International Journal of Science and Mathematics Education, 18(8), 1465-1484. https://doi.org/10.1007/s10763-019-10030-3
© The Author(s) 2020
Peer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors. ...
ISSN Search the Publication Forum1571-0068
Dataset(s) related to the publicationhttps://doi.org/10.17011/jyx/dataset/76143
Ketonen, Laura (2021). The training and practice of peer assessment in Ketonen's dissertation (2021). V. 31.5.2021. https://doi.org/10.17011/jyx/dataset/76143. https://urn.fi/URN:NBN:fi:jyu-202106023379
Publication in research information system
MetadataShow full item record
Additional information about fundingOpen access funding provided by University of Jyväskylä (JYU).
Showing items with similar title or keywords.
(Dis)empowering assessment? : assessment as experienced by students in their upper secondary school EFL studies Pollari, Pirjo (University of Jyväskylä, 2017)Assessment has a great deal of power over students. However, there is little research on how students experience assessment and its power in the school context. The purpose of this mixed-methods study is therefore to ...
A Validation Study of Classroom Assessment Scoring System-Secondary in the Finnish School Context Virtanen, Tuomo; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, M.; Nurmi, Jari-Erik (Sage Publications, 2018)This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 ...
Classifit! : A toolbox for secondary school teachers to support implementation of physical activity in the classroom Luttikhuizen, Van Gonneke (2018)ABSTRACT Luttikhuizen, Gonneke van (2018). Classifit! A toolbox for secondary school teachers to support implementation of physical activity in the classroom. Master’s Thesis in Education. University of Jyväskylä. Department ...
Lower-secondary school English teachers' attitudes towards different self-assessment methods Kostiainen, Tommi (2021)Itsearvioinnin merkitys on korostunut niin kotimaisessa kuin kansainvälisessä opetustyössä, ja esimerkiksi vuoden 2014 perusopetuksen opetussuunnitelma (POPS) korostaa itsearvioinnin tärkeyttä vaatimalla monipuolista ...
The development of secondary students’ feedback literacy : peer assessment as an intervention Ketonen, Laura; Nieminen, Pasi; Hähkiöniemi, Markus (Routledge, 2020)A growing body of research has recognized the importance of students’ having active roles in feedback processes. Feedback literacy refers to students’ understandings of and participation in feedback processes, and research ...