A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Pathways Through Peer Assessment : Implementing Peer Assessment in a Lower Secondary Physics Classroom (2020)


Ketonen, L., Hähkiöniemi, M., Nieminen, P., & Viiri, J. (2020). Pathways Through Peer Assessment : Implementing Peer Assessment in a Lower Secondary Physics Classroom. International Journal of Science and Mathematics Education, 18(8), 1465-1484. https://doi.org/10.1007/s10763-019-10030-3


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Ketonen, Laura; Hähkiöniemi, Markus; Nieminen, Pasi; Viiri, Jouni

Lehti tai sarja: International Journal of Science and Mathematics Education

ISSN: 1571-0068

eISSN: 1573-1774

Julkaisuvuosi: 2020

Volyymi: 18

Lehden numero: 8

Artikkelin sivunumerot: 1465-1484

Kustantaja: Springer

Julkaisumaa: Alankomaat

Julkaisun kieli: englanti

DOI: https://doi.org/10.1007/s10763-019-10030-3

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/67276


Tiivistelmä

Peer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.


YSO-asiasanat: tapaustutkimus; arviointi; vertaisarviointi (arviointimenetelmät); fysiikka; yläkoulu

Vapaat asiasanat: case study; formative assessment; peer assessment; physics learning; secondary school


Liittyvät organisaatiot


Liittyvät tutkimusaineistot


OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 1


Viimeisin päivitys 2021-25-08 klo 12:14