The Use of Peer Assessment to Improve Students’ Learning of Geometry

Omar, Dk Siti Nabilah Pengiran; Shahrill, Masitah; Sajali, Masriatol Zuraifah

doi:10.26417/ejser.v5i2.p203-222

Cited by 6 publications

(3 citation statements)

References 37 publications

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“…Peer assessment helps students to develop collaborative and reflective skills through the results of the metacognitive process (Husamah, 2015). Collaboration that occurs in the implementation of peer assessment encourages students to have discussions, and this can help students to understand and solve difficult problems (Pengiran Omar et al, 2019). Interventions through peer discussion have a positive impact on student performance in learning, which encourages students in independent learning and metacognitive skills (Ahmad et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Development of Collaborative Peer-Based Authentic Assessment in Physics Learning

Nurudin,

Suharto,

Bakri

et al. 2023

Scaffolding

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This study presents findings on developing collaborative peer-based authentic assessment in physics learning. This type of research is qualitative descriptive. The source of research data with secondary data is derived from data from SMK Muhammadiyah 1 Klaten. The data analysis involves collecting, organizing, interpreting, and drawing conclusions from qualitative research data. The research results show that the PCAA model is an assessment of the learning process that can improve higher-order thinking skills (HOTS) and can be applied to improve the quality of education. Collaborative skills, peer assessment, and authentic assessment can improve the quality of education. The Peer Collaborative-Authentic Assessment (PCAA) model assesses Higher Order Thinking Skills (HOTS) learning. HOTS learning can improve education quality, so that the PCAA model can improve the quality of education.

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Section: Discussionmentioning

confidence: 99%

Development of Collaborative Peer-Based Authentic Assessment in Physics Learning

Nurudin,

Suharto,

Bakri

et al. 2023

Scaffolding

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“…Self-assessment is a personal learner practice through which the learner reflects on their performance by making adjustments (Dreyer, 2014) and taking responsibility and autonomy of their learning (Birjandi & Tamjid, 2012). On the other hand, peer-assessment entails learners giving their peers feedback (Omar et al, 2018). The feedback provided to learners should be linked to the learning intentions highlighted and discussed by the teacher and their learners (Wiliam, 2013).…”

Section: Learnermentioning

confidence: 99%

Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

Blessing¹

2021

INT J EDUC METHODOL

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<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

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“…In an empirical study lasted for two years, researchers merited the quality and characteristics of peer feedback based on their investigation through blind review [ 22 ]. However, as observed by many researchers, the quality of peer feedback was relatively not satisfactory [ 39 , 40 ]. The contradiction could be mediated with the findings from a few studies that the lack of quality in peer feedback would be significantly improved, if substantial training was offered [ 41 ], enough space of experimentation was granted [ 42 ], well-designed procedures and credible instrument were offered [ 43 ], and state-of-the-art technologies were adopted [ 44 ].…”

Section: Introductionmentioning

confidence: 99%

The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation

Gong

Yan

2023

PLoS ONE

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Advancement of research in education has propelled the augmentation of theoretical and practical knowledge in learning-oriented feedback. In recent years, the channels, modes, and orientations of feedback became manifold. Copious empirical evidence from the body of literature supported the strength of feedback in enhancing learning outcomes and promoting the motivation of learners. However, compared to the popularity in implementation and fruitfulness of findings in other educational domains, the application of state-of-the-art technology-enhanced feedback in fostering students’ L2 oral abilities remain few and far between. To address the knowledge gap, the present study endeavored to investigate the effect of Danmaku-based and synchronous peer feedback on L2 oral performance and the acceptance thereof among students. Adopting a mixed-method design, the study recruited 74 (n = 74) undergraduate English majors from a Chinese university for a 16-week 2x2 experiment. The collected data were analyzed through statistical and thematic analysis respectively. The findings revealed that Danmaku-based and synchronous peer feed-back was impactful on students’ performance in L2 oral production. Furthermore, the impacts of peer feedback on subdomains of L2 competence were statistically analyzed. Regarding students’ perceptions, the incorporation of peer feedback was generally favored by participants who were satisfied and motivated in the learning process but lacked confidence in their assessment literacy. Furthermore, students expressed their agreement with the benefit of reflective learning and the subsequent enrichment in knowledge and horizon. The research was significant for its conceptual and practical contribution for follow-up researchers and educators in L2 education and learning-oriented feedback.

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The Use of Peer Assessment to Improve Students’ Learning of Geometry

Abstract: 0

Cited by 6 publications

References 37 publications

Development of Collaborative Peer-Based Authentic Assessment in Physics Learning

Development of Collaborative Peer-Based Authentic Assessment in Physics Learning

Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation

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