A Theoretical Framework for Integrating Peer Assessment in Teacher Education

Sluijsmans, D. M. A., & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.Peer assessment can be a valuable learning tool in teacher education, because it supports student teachers to acquire skills that are essential in their professional working life. In this article a theoretical framework is presented in which the training of peer assessment skills by means of peer assessment tasks is integrated in teacher education courses. Theories about constructive alignment, student involvement, instructional design, and performance assessment underlie the framework. Furthermore, an overview of three empirical studies is provided to illustrate the implementation of the framework in a teacher training context. Results show that the framework offers powerful guidelines for the design and integration of peer assessment activities in teacher training courses. In general, the peer assessment tasks that were embedded in the courses lead to a general improvement in students’ peer assessment skills as well as their task performance in the domain of the course. Implications for course and curriculum design are discussed

Student involvement in assessment. The training of peer assessment skills.

Sluijsmans, D.M.A. (2002). Student involvement in assessment.The training of peer assessment skills. Unpublished doctoral dissertation, Open University of the Netherlands, The Netherlands

Tijd voor toetskwaliteit: het borgen van toetsdeskundigheid in examencommissies

Joosten-ten Brinke, D., & Sluijsmans, D. (2012). Tijd voor toetskwaliteit: het borgen van toetsdeskundigheid van examencommissies. TH&MA, 19(4), 16-21.In dit artikel wordt het belang van toetskwaliteit beschreven met bijzondere aandacht voor de rol van examencommissies bij het borgen van toetskwaliteit. Daarbij komen de volgende vragen aan bod: Wat betekent kwaliteit van toetsing? Wanneer is het systeem van toetsing adequaat? Welke toetsdeskundigheid wordt van examencommissies verwacht

Integrating authentic assessment with competence-based learning in vocational education: the Protocol Portfolio Scoring.

Integrating Authentic Assessment with Competence-Based Learning 2 This article describes how competence-based learning (CBL) can be organised in vocational education by integrating elements from a holistic instructional design model with recent ideas on assessment. A curriculum based on this model is pre-eminently suitable for an assessment approach emphasising that proof of competence is gathered by having learners perform authentic tasks under changing assessment conditions at regular intervals. The results are stored in a so-called electronic assessment portfolio. The portfolio is constructed according to the Protocol Portfolio Scoring (PPS). The value of PPS for flexible, demand-driven vocational education is discussed

Content and Timing of Feedback in a Web-based Learning Environment::Effects on Learning as a function of prior knowledge

This study investigated the effectiveness of different types of feedback content (elaborate vs. global) and feedback timing (immediate vs. delayed) for learning about genetics in a webbased learning environment as a function of learners’ prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students’ perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments

Drawing students' attention to relevant assessment criteria: effects on self-assessment skills and performance

Fastré, G. M. J., Van der Klink, M. R., Sluijsmans, D., & Van Merriënboer, J. J. G. (2012). Drawing students’ attention to relevant assessment criteria: effects on self-assessment skills and performance. Journal of Vocational Education & Training, 64(2), 185-198. doi:10.1080/13636820.2011.630537A study among nursing and care students in secondary vocational education (N=68). Results indicate that highlighting relevant assessment criteria increase students' task performance but they do experience higher levels of mental effortThis study was sponsored by ROC A12, a Dutch school for secondary vocational educatio

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Towards an integrated model for developing sustainable assessment skills

Fastré, G. M. J., Van der Klink, M. R., Sluijsmans, D., & Van Merriënboer, J. J. G. (2013). Towards an integrated model for developing sustainable assessment skills. Assessment and Evaluation in Higher Education, 38(5), 611-630. doi:10.1080/02602938.2012.674484This article presents an integrated model for developing sustainable assessment skills: conditions, elements of sustainable assessment and instructional methods conducive for mastering sustainable assessment.This study was sponsored by ROC A12 a Dutch school for secondary vocational educatio

Unravelling peer assessment: Methodological, functional, and conceptual developments

Peer assessment is an educational arrangement where students judge a peer’s performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate. However, empirical evidence for peer assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of peers’ and teachers’ ratings or anecdotal evidence from case studies. Systematic investigation of learning effects necessitates methodological, functional, and conceptual development in peer assessment research. This implies sound (quasi-)experimental studies, the definition of specific peer assessment mechanisms, and affiliations with other research domains. The articles in this special issue address these three needs and offer new directions for research