id: 06454594
dt: j
an: 2015d.00403
au: Lavy, Ilana; Shriki, Atara
ti: Engaging prospective teachers in peer assessment as both assessors and
assessees: the case of geometrical proofs.
so: Int. J. Math. Teach. Learn. 2014, 32 p., electronic only (2014).
py: 2014
pu: Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth
University, Plymouth; Mathematics Education Department at College of
Nyíregyháza, Nyíregyháza
la: EN
cc: D39 D69 D49 G49
ut: peer assessment; preservice teachers; geometrical proofs; mathematical
skills; problem solving; feedback; professional development
ci:
li: http://www.cimt.plymouth.ac.uk/journal/lavy2.pdf
ab: Summary: One aspect of professional development of mathematics teachers
relates to the development of assessment skills. The aim of this study
is to examine the effects of engaging prospective mathematics teachers
in peer assessment, both as assessors and assessees, on the development
of their assessment skills in general and assessment of geometrical
proofs in particular. The research was conducted within a method course
in which peer assessment activities were employed. Sixteen prospective
mathematics teachers participated in the research and had to act both
as assessors and assessees. Analysis of the research data reveals that
during the various phases of the study the prospective teachers
developed skills concerning the selection of categories and weights for
the assessment of their peers’ work. In the criteria set they
selected for the peer assessment, they referred to meanings and roles
of mathematical proof. In their reflections, the prospective
mathematics teachers also referred to the effects of the peer
assessment on their mathematical knowledge, asserting that by being
exposed to different solution strategies and new problems they were
able to widen their mathematical knowledge.
rv: