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|Title: ||A Theoretical Framework for Integrating Peer Assessment in Teacher Education|
|Authors: ||Sluijsmans, Dominique|
|Keywords: ||Peer assessment|
|Issue Date: ||2006|
|Abstract: ||Peer assessment can be a valuable learning tool in teacher education, because it
supports student teachers to acquire skills that are essential in their professional working life.
In this article a theoretical framework is presented in which the training of peer assessment
skills by means of peer assessment tasks is integrated in teacher education courses. Theories
about constructive alignment, student involvement, instructional design, and performance
assessment underlie the framework. Furthermore, an overview of three empirical studies is
provided to illustrate the implementation of the framework in a teacher training context.
Results show that the framework offers powerful guidelines for the design and integration of
peer assessment activities in teacher training courses. In general, the peer assessment tasks
that were embedded in the courses lead to a general improvement in students’ peer assessment
skills as well as their task performance in the domain of the course. Implications for course
and curriculum design are discussed.|
|Description: ||Sluijsmans, D. M. A., & Prins, F. (2006). A conceptual framework for integrating peer
assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.|
|Appears in Collections:||1. LC: Publications and Preprints|
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