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dc.contributor.authorKetonen, Laura
dc.contributor.authorHähkiöniemi, Markus
dc.contributor.authorNieminen, Pasi
dc.contributor.authorViiri, Jouni
dc.date.accessioned2020-01-14T11:20:11Z
dc.date.available2020-01-14T11:20:11Z
dc.date.issued2020
dc.identifier.citationKetonen, L., Hähkiöniemi, M., Nieminen, P., & Viiri, J. (2020). Pathways Through Peer Assessment : Implementing Peer Assessment in a Lower Secondary Physics Classroom. <i>International Journal of Science and Mathematics Education</i>, <i>18</i>(8), 1465-1484. <a href="https://doi.org/10.1007/s10763-019-10030-3" target="_blank">https://doi.org/10.1007/s10763-019-10030-3</a>
dc.identifier.otherCONVID_34056659
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67276
dc.description.abstractPeer 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesInternational Journal of Science and Mathematics Education
dc.rightsCC BY 4.0
dc.subject.othercase study
dc.subject.otherformative assessment
dc.subject.otherpeer assessment
dc.subject.otherphysics learning
dc.subject.othersecondary school
dc.titlePathways Through Peer Assessment : Implementing Peer Assessment in a Lower Secondary Physics Classroom
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001141229
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
jyx.noteKetonen, 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.
jyx.note.urihttps://doi.org/10.17011/jyx/dataset/76143
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1465-1484
dc.relation.issn1571-0068
dc.relation.numberinseries8
dc.relation.volume18
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2020
dc.rights.accesslevelopenAccessfi
dc.subject.ysovertaisarviointi (arviointimenetelmät)
dc.subject.ysoarviointi
dc.subject.ysotapaustutkimus
dc.subject.ysoyläkoulu
dc.subject.ysofysiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p9740
jyx.subject.urihttp://www.yso.fi/onto/yso/p7413
jyx.subject.urihttp://www.yso.fi/onto/yso/p10982
jyx.subject.urihttp://www.yso.fi/onto/yso/p21292
jyx.subject.urihttp://www.yso.fi/onto/yso/p900
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.datasethttps://doi.org/10.17011/jyx/dataset/76143
dc.relation.doi10.1007/s10763-019-10030-3
jyx.fundinginformationOpen access funding provided by University of Jyväskylä (JYU).
datacite.isSupplementTo.doi10.17011/jyx/dataset/76143
datacite.isSupplementedBy.doi10.17011/jyx/dataset/76143


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