The effect of co- and peer assessment training on self-assessment skills of teacher trainees

Abstract

Since the structural changes that occured in the curricula in Turkey, there has been an increase in the interest towards constructivist theory, active learning, and alternative assessment. Various ideas have been suggested to improve self-assessment by focusing the atention on the relationship between metacognitive knowledge and self-assessment in the international literature. One of the suggestions is that "co- and peer assessment practices can influence self-assessment skills". The aim of this study is to identify the influence of co and peer assessment training on self-assessment skills. In this study, there were 33 participants in the experimental group and 37 participants in the control group. The results of the study revealed that the correlations between peer and self-assessment scores of experimental group were significant and high as compared to those in the control group; it was also observed that the peer assessment in the experimental group was a good predictor of self-assessment.