Face-to-Face Peer Assessment in Teacher Education/Training: A Review

Abstract

This is a review of research literature on peer assessment (PA) on a face-to-face basis (without the use of technology) in teacher education and training (including pre-service and in-service teachers). PA is not just a tool for managing teaching burdens, but a mechanism for enhanced learning. Studies show PA has a consistent moderate effect and is at least as effective as assessment by teachers. A large number of databases were searched, from 2000-2020. Seventy-three papers were included. Participant perceptions of PA were reviewed, followed by studies of more objective PA outcomes. Most studies found that PA was effective and well received, but sometimes there was initial student resistance. Evidence-based design considerations for PA were then given. Limitations of the research were reviewed and the implications for practitioners, researchers and policy-makers outlined. Overall, peer assessment seemed an effective pedagogical tool for teachers, but there was little evidence of experience of it carrying over into use with school students. A. Introduction This paper is a review of peer assessment (PA) in teacher education and training, intended to explore outcomes but also extract points for designing future PA interventions better. PA in teacher education and training is an interesting area to explore, as one might expect teachers engaging in PA themselves would be more likely to initiate PA interventions for their students and also design these PA interventions more carefully. This review explores whether this is the case and is also the first review to explore this area.