Resumen

EL-SENOUSY, Hala. How peer assessment could be interactive and effective. S. Afr. j. educ. [online]. 2020, vol.40, n.2, pp.1-14. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v40n2a1651.

In practical courses, students consider teachers' assessment of various skills to be baseless and unfair. Unfortunately, due to a lack of equipment, only a few students take part in practical skills performance, while the rest of the students remain passive in learning and assessment. In this paper we suggest an original design to use peer assessment as an interactive strategy and examine its efficiency to improve students' individual skills, teamwork skills and practical performance in an educational technology course. In the study reported on here, a quasi-experimental design was used, which included a sample of 73 female students divided into experimental and control groups. The treatment tools were provided to the experimental group while the assessment tools were applied to both groups before and after the intervention. Data analysis revealed that an interactive peer assessment strategy was effective in improving individual skills, teamwork skills and practical performance. We recommend that this suggested strategy is used widely in practical courses.

Palabras clave : individual skills; interactive peer assessment strategy; peer tutoring; practical performance; teamwork skills.

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