Involvement of pre-service teachers in e-assessment activities: an empirical study on the correlation between self- and peer-assigned grades

  1. S. Olmos-Migueláñez 1
  2. E. Torrecilla-Sánchez 1
  3. A. Gamazo 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Actas:
EuroSoTL 2017: The 2nd European Conference for the Scolarship of Teaching and Learning

Año de publicación: 2017

Congreso: EuroSoTL 2017: The 2nd European Conference for the Scolarship of Teaching and Learning

Tipo: Aportación congreso

GOOGLE SCHOLAR lock_openAcceso abierto editor

Resumen

The involvement of students in assessment processes has been proven to enhance their learning process and their skills as evaluators. Aiming to foster this involvement, we carried out a specific training activity focused on assessment fundamentals and techniques with the students from the Pre-Primary Education Teacher Bachelor’s Degree from the University of Salamanca (Spain). This activity included the production of two learning outcomes per student, both of which were graded by the author (self-assessment), two classmates (peer assessment), and a teacher (hetero-assessment) through Likert-type scales in which the participants had to express to which extent they agreed with a series of statements on the quality of the work. All the assessment activities were carried out online through a web service aimed at the construction and application of e-assessment tasks. The data resulting from the grading activities was organized in four grades per piece of work presented: the author’s self-assessment, the two scores assigned by classmates, and the teacher’s mark. Through the use of a descriptive-correlational research methodology, this study aims to explore the consistency between the marks given by the different agents involved. The results indicate few significant relationships between the scores of the different agents, but they can serve as a basis for future and improved studies on the subject. The paper also discusses the benefits of student engagement in assessment both for themselves and for teachers. These benefits include the improvement of the students’ skills to make informed judgements, the promotion of their reflective abilities and critical thinking, and a greater systematization of assessment processes.

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