Using Peer Assessment to Help Pre-service Teachers Create Educational Games
Abstract: This presentation shares a study of pre-service teachers from one midwestern USA university collaborating in designing and developing game-based learning activities. Highlighted throughout the presentation is how pre-service teachers participated in a peer assessment activity and switched back and forth between the roles of “teacher” and “game designer” when reviewing peers’ educational gaming projects as assessors. Upon completion of the peer assessment process, pre-service teachers shared their thoughts on how they viewed the value of peer assessment in helping them design game-based learning projects. Data analysis suggested that pre-service teachers, in general, acknowledged the benefits of peer feedback. But interestingly, they seemed reluctant to adopt peer feedback to improve their projects.