Developing teaching practice
The study aimed to determine if there is a significant difference between peer and lecturer assessment scores and to explore the relationship between peer assessment scores and the study year of preservice teachers. Furthermore, the study explored the effect of Blackboard Collaborate online group presentations on the development of pedagogical skills of undergraduate pre-service teachers. Two hundred and sixty-two peer and lecturer assessment scores were compared, while 53 students completed the Google form survey. A Wilcoxon signed-rank test showed a statistically significant difference between peer scores and lecturer-moderated scores in different courses. However, the test did not show a statistically significant difference in the course N2. There was a statistically significant negative correlation between the study year and the difference in scores. The data revealed that the group presentations and assessment improved the pedagogical and assessment skills of the pre-service teachers. The findings are expected to inform practitioners about group presentation and peer assessment practices and their potential to improve pedagogical and assessment skills for preservice teachers during a period of crisis such as the COVID-19 pandemic.
- Students improved their presentation and assessment skills (professionalism) as they progress with their studies.
- Moderation of peer assessment scores by professionals is critical in ensuring that the marks allocated by peers are authentic.
- Frequent exposure to peer assessment and moderation followed by feedback to the students can significantly improve their pedagogical and assessment skills.
- Furthermore, the contribution of peer assessment scores to the final score should be minimal due to the significant difference observed between the peer and lecturer scores.
Mafugu, T. (2023). Participatory learning as a student-centered teaching technique during the COVID-19 pandemic. Journal of University Teaching & Learning Practice, 20(1). https://doi.org/10.53761/1.20.01.15