Teacher Education Students’ Perceptions of a Peer Assessment Model
Abstract: Peer assessment has received much attention in teacher education in recent years. Despite its great potential in fostering teacher education students’ learning, the application of peer assessment faces certain challenges such as peer pressure, students’ incompetence in understanding marking criteria and conducting critical assessment. The purpose of this paper is to present a peer assessment model that mitigates these challenges, and to examine students’ perceptions of this model.
Presider: Wei-Fan Chen, The Pennsylvania State University