No abstract

The objective of this exploratory study was to implement peer assessment for pedagogical design in integrated STEAM education and to compare expert and peer feedback, in this regard. We engaged pre-service teachers registered in an undergraduate programme for primary education in a formative/reciprocal peer assessment arrangement, where they had the chance to act as both peer assessors and peer assessees. Although global measures of validity (correlations between total scores of expert and peer assessors) and reliability (correlations between total scores of different peer assessors for the same pedagogical scenario) were satisfactory, there were assessment criteria for which peer assessment failed to be valid and/or reliable and which should deserve more attention in future training sessions. We found peer over-scoring across all assessment criteria. There were also indications of participant preference of expert feedback over peer feedback, where the later included fewer justifications of quantitative scores and suggestions for change.