Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance

Autor/inn/en	Zulliger, Sandra; Buholzer, Alois; Ruelmann, Merle
Titel	Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance
Quelle	In: European Journal of Educational Research, 11 (2022) 2, S.663-680 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zulliger, Sandra) ORCID (Buholzer, Alois)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Student Evaluation; Peer Evaluation; Self Evaluation (Individuals); Mathematics Instruction; Mathematics Achievement; Division; Grade 4; Elementary School Students; Program Effectiveness; Foreign Countries; Formative Evaluation; Metacognition; Elementary School Mathematics; Switzerland + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elementare Mathematik; Schulmathematik; Schweiz
Abstract	The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01