Peer and Self-assessment: A Mathematical Model to Improve Students’ Accountability in Laboratory Stations Model
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Keywords:
Collaborative learning, Metacognitive skills, Peer and self-assessment, Group assessmentAbstract
There is an increasing interest in peer and self-assessment (P&SA) in science education due its importance in students’ performance in collaborative work and in the development of their metacognitive skills. We developed and tested an algorithm to help teachers organize the P&SA process. Collected data relative to the 8th and 11th grades were analyzed to examine the viability of this algorithm and to determine the degree of agreement between a student’s self-assessment and that of his/her peers. We found no significant differences between peer and self-assessment, which means that students have a fair perception of their contribution to the team. The data also suggest that the maturity of the students can be an important variable in the self-regulation learning and in metacognitive skills acquisition, since the correlation between self and peer assessment was more robust in the 11th grade.
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