EFFECTIVENESS OF PEER ASSESSMENT

Effectiveness of Peer Assessment amongst Preservice Teachers

Effectiveness of Peer Assessment amongst Preservice Teachers

Introduction

The quest for continuous improvement in teaching, either individually or as a group (subject area or department), is the way forward to excellence in teaching. However, eventually the activities undertaken in support of quality teaching must pass through the filter of the evaluation required, a process which must provide the individual or the security group that is working in the right direction, serving as well as a feedback in the process of continuous improvement, to make a detailed analysis of the results of the evaluation and obtain conclusions that lead to a strengthening of the strengths of the quality plan being carried out and the discovery of better area to attack the next iteration of the quality plan (Raymond & Niall Seery, 2012, pp. 179-197). This paper focuses on the effectiveness of peer assessment amongst pre-service teachers and also describes the general framework of an evaluation process called peer review process. Furthermore, ethical considerations regarding peer assessment will also be described in this paper.

Discussion

In order to ensure the quality of education in school systems and universities, educational institutes focuses on the significance of peer assessment and its effectiveness. Educational institutes and universities have a positive attitude towards continuous improvement, thus achieving the idea of quality and culture. Necessary individual incitement to the culture of quality can be reached by two different ways: either by the initiative of an individual who takes action to improve its activities in the educational development, extending the shares gradually, almost by inertia, the group of people who share with him a few related activities, or because the individual is immersed in a working group in which the quality culture has dented and a little carried away by a symbiosis of the group, is participating in the activities improvement provided by the group (Niall Seery & Pat Phelan, 2011, pp.205-226).

Anyway, the point is that the individual must undertake a single work towards continuous improvement, which ultimately affects the continuous improvement of the entire educational system. In the case discussed here, the quality of teaching is an essential requirement is the involvement of teachers in continuous improvement of educational activities to reach the establishment of a quality system (Barlex & Trebell, 2008, pp. 119-138). However, the evaluation, which is an essential point in a process of continuous improvement, often become the most common cause of reluctance to the implementation of quality within a group, tending to confuse the assessment process as "a game Witch "or finding a penalty.

Good Practice in Teacher Evaluation

The concept of good practice is also used in the field of education and more specifically in the Higher Education or University. Thus, and without intention of being exhaustive, many institutions and universities that good assessment practices are contained in public documents and in which include a precise aspects of teaching and assessment general and teachers in particular.

Teaching Evaluation Criteria

The document arises from the need for the educational ...