Peer and Self-assessment: A Mathematical Model to Improve Students’ Accountability in Laboratory Stations Model

Ana Rita Mota; João B. Lopes  dos Santos; Paula Esperto; Isabel Coutinho

doi:10.51724/ijpce.v11i1.15

Authors

Ana Rita Mota Universidade do Porto, Portugal https://orcid.org/0000-0002-3517-7821
João B. Lopes dos Santos CFP, Departamento de Física e Astronomia Faculdade de Ciências da Universidade do Porto, Portugal
Paula Esperto Escola Secundária Poeta Joaquim Serra, Portugal
Isabel Coutinho Escola Secundária Poeta Joaquim Serra, Portugal

DOI:

https://doi.org/10.51724/ijpce.v11i1.15

Keywords:

Collaborative learning, Metacognitive skills, Peer and self-assessment, Group assessment

Abstract

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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