Peer-assessment as a form of formative assessment in chemistry classroom
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Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-so...lving, risk assessment and decision-making.
Ključne reči:
peer-assessment / formative assessment / aims and outcomes / teaching situationsIzvor:
4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia, 2018, 13-14Izdavač:
- Croatian Chemical Society
Finansiranje / projekti:
- Teorija i praksa nauke u društvu: multidisciplinarne, obrazovne i međugeneracijske perspektive (RS-MESTD-Basic Research (BR or ON)-179048)
Kolekcije
Institucija/grupa
Hemijski fakultet / Faculty of ChemistryTY - CONF AU - Trivić, Dragica PY - 2018 UR - http://cherry.chem.bg.ac.rs/handle/123456789/5106 AB - Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making. PB - Croatian Chemical Society C3 - 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia T1 - Peer-assessment as a form of formative assessment in chemistry classroom SP - 13 EP - 14 UR - https://hdl.handle.net/21.15107/rcub_cherry_5106 ER -
@conference{ author = "Trivić, Dragica", year = "2018", abstract = "Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making.", publisher = "Croatian Chemical Society", journal = "4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia", title = "Peer-assessment as a form of formative assessment in chemistry classroom", pages = "13-14", url = "https://hdl.handle.net/21.15107/rcub_cherry_5106" }
Trivić, D.. (2018). Peer-assessment as a form of formative assessment in chemistry classroom. in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia Croatian Chemical Society., 13-14. https://hdl.handle.net/21.15107/rcub_cherry_5106
Trivić D. Peer-assessment as a form of formative assessment in chemistry classroom. in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia. 2018;:13-14. https://hdl.handle.net/21.15107/rcub_cherry_5106 .
Trivić, Dragica, "Peer-assessment as a form of formative assessment in chemistry classroom" in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia (2018):13-14, https://hdl.handle.net/21.15107/rcub_cherry_5106 .