Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment
Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored...
Gespeichert in:
| Veröffentlicht in: | Educational assessment 2007-01, Vol.12 (2), p.113-135 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 135 |
|---|---|
| container_issue | 2 |
| container_start_page | 113 |
| container_title | Educational assessment |
| container_volume | 12 |
| creator | Davis, Nancy T. Kumtepe, Evrim Genc Aydeniz, Mehmet |
| description | Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored notions of assessment while experiencing peer assessment as part of the class. Their online conversations about the processes of establishing quality criteria for peer assessment and their reflections on the experiences compose the primary data source. Two purposes for assessment, accountability and continuous improvement, arose from the data and created conflicts within the individuals and the class. To resolve this conflict, we propose a framework for viewing assessment as part of an integral model (
Wilber, 2004
) that includes and transcends the dualities. |
| doi_str_mv | 10.1080/10627190701232720 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ772191</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ772191</ericid><sourcerecordid>1264069981</sourcerecordid><originalsourceid>FETCH-LOGICAL-c394t-54bac70c1ccec50e8c518eb67f29d82204824faa41701cb82cb42b9742bda5033</originalsourceid><addsrcrecordid>eNqFkMFPwyAUxonRxDn9A0w8EO9VoLS0xsuybDoz4w7zTCilW5cOJlB1_700NXpYjBce4ft9j_c-AC4xusEoQ7cYpYThHDGESUwYQUdggJOYRGnO2HG4Bz0KADsFZ85tEEIszckA6KlxXtlar-DYaF_r1rQOzrY7a97VVmkPhS7hXAmrO2a5tqZdreFCKQtHzinnOugOLoT10FSBhjPt1cqKBj6bUjXd4y94Dk4q0Th18V2H4HU6WY4fo_nLw2w8mkcyzqmPEloIyZDEUiqZIJXJBGeqSFlF8jIjBNGM0EoIisO-ssiILCgpchaOUiQojofguu8b9nhrlfN8Y1qrw5ecIEZZGsc0QLiHpDXOWVXxna23wu45RrxLlR-kGjxXvSdkJn_4yRNjBOc4yKyXa10ZuxUfxjYl92LfGFtZoWXtDpty_-mD8_5fZ_z3XF__YJkF</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>207476334</pqid></control><display><type>article</type><title>Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment</title><source>Education Source</source><creator>Davis, Nancy T. ; Kumtepe, Evrim Genc ; Aydeniz, Mehmet</creator><creatorcontrib>Davis, Nancy T. ; Kumtepe, Evrim Genc ; Aydeniz, Mehmet</creatorcontrib><description>Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored notions of assessment while experiencing peer assessment as part of the class. Their online conversations about the processes of establishing quality criteria for peer assessment and their reflections on the experiences compose the primary data source. Two purposes for assessment, accountability and continuous improvement, arose from the data and created conflicts within the individuals and the class. To resolve this conflict, we propose a framework for viewing assessment as part of an integral model (
Wilber, 2004
) that includes and transcends the dualities.</description><identifier>ISSN: 1062-7197</identifier><identifier>EISSN: 1532-6977</identifier><identifier>DOI: 10.1080/10627190701232720</identifier><language>eng</language><publisher>Philadelphia: Taylor & Francis Group</publisher><subject>Accountability ; Computer Mediated Communication ; Education reform ; Educational Change ; Educational evaluation ; Educational Practices ; Evaluation Criteria ; Improvement Programs ; Inservice training ; Peer Evaluation ; Peers ; Preservice Teachers ; Reflective Teaching ; Science Teachers ; Teacher Attitudes ; Teaching Experience</subject><ispartof>Educational assessment, 2007-01, Vol.12 (2), p.113-135</ispartof><rights>Copyright Taylor & Francis Group, LLC 2007</rights><rights>Copyright (c) 2007, Lawrence Erlbaum Associates, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c394t-54bac70c1ccec50e8c518eb67f29d82204824faa41701cb82cb42b9742bda5033</citedby><cites>FETCH-LOGICAL-c394t-54bac70c1ccec50e8c518eb67f29d82204824faa41701cb82cb42b9742bda5033</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ772191$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Davis, Nancy T.</creatorcontrib><creatorcontrib>Kumtepe, Evrim Genc</creatorcontrib><creatorcontrib>Aydeniz, Mehmet</creatorcontrib><title>Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment</title><title>Educational assessment</title><description>Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored notions of assessment while experiencing peer assessment as part of the class. Their online conversations about the processes of establishing quality criteria for peer assessment and their reflections on the experiences compose the primary data source. Two purposes for assessment, accountability and continuous improvement, arose from the data and created conflicts within the individuals and the class. To resolve this conflict, we propose a framework for viewing assessment as part of an integral model (
Wilber, 2004
) that includes and transcends the dualities.</description><subject>Accountability</subject><subject>Computer Mediated Communication</subject><subject>Education reform</subject><subject>Educational Change</subject><subject>Educational evaluation</subject><subject>Educational Practices</subject><subject>Evaluation Criteria</subject><subject>Improvement Programs</subject><subject>Inservice training</subject><subject>Peer Evaluation</subject><subject>Peers</subject><subject>Preservice Teachers</subject><subject>Reflective Teaching</subject><subject>Science Teachers</subject><subject>Teacher Attitudes</subject><subject>Teaching Experience</subject><issn>1062-7197</issn><issn>1532-6977</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><recordid>eNqFkMFPwyAUxonRxDn9A0w8EO9VoLS0xsuybDoz4w7zTCilW5cOJlB1_700NXpYjBce4ft9j_c-AC4xusEoQ7cYpYThHDGESUwYQUdggJOYRGnO2HG4Bz0KADsFZ85tEEIszckA6KlxXtlar-DYaF_r1rQOzrY7a97VVmkPhS7hXAmrO2a5tqZdreFCKQtHzinnOugOLoT10FSBhjPt1cqKBj6bUjXd4y94Dk4q0Th18V2H4HU6WY4fo_nLw2w8mkcyzqmPEloIyZDEUiqZIJXJBGeqSFlF8jIjBNGM0EoIisO-ssiILCgpchaOUiQojofguu8b9nhrlfN8Y1qrw5ecIEZZGsc0QLiHpDXOWVXxna23wu45RrxLlR-kGjxXvSdkJn_4yRNjBOc4yKyXa10ZuxUfxjYl92LfGFtZoWXtDpty_-mD8_5fZ_z3XF__YJkF</recordid><startdate>20070101</startdate><enddate>20070101</enddate><creator>Davis, Nancy T.</creator><creator>Kumtepe, Evrim Genc</creator><creator>Aydeniz, Mehmet</creator><general>Taylor & Francis Group</general><general>Lawrence Erlbaum</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20070101</creationdate><title>Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment</title><author>Davis, Nancy T. ; Kumtepe, Evrim Genc ; Aydeniz, Mehmet</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c394t-54bac70c1ccec50e8c518eb67f29d82204824faa41701cb82cb42b9742bda5033</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Accountability</topic><topic>Computer Mediated Communication</topic><topic>Education reform</topic><topic>Educational Change</topic><topic>Educational evaluation</topic><topic>Educational Practices</topic><topic>Evaluation Criteria</topic><topic>Improvement Programs</topic><topic>Inservice training</topic><topic>Peer Evaluation</topic><topic>Peers</topic><topic>Preservice Teachers</topic><topic>Reflective Teaching</topic><topic>Science Teachers</topic><topic>Teacher Attitudes</topic><topic>Teaching Experience</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Davis, Nancy T.</creatorcontrib><creatorcontrib>Kumtepe, Evrim Genc</creatorcontrib><creatorcontrib>Aydeniz, Mehmet</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Educational assessment</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Davis, Nancy T.</au><au>Kumtepe, Evrim Genc</au><au>Aydeniz, Mehmet</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ772191</ericid><atitle>Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment</atitle><jtitle>Educational assessment</jtitle><date>2007-01-01</date><risdate>2007</risdate><volume>12</volume><issue>2</issue><spage>113</spage><epage>135</epage><pages>113-135</pages><issn>1062-7197</issn><eissn>1532-6977</eissn><abstract>Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored notions of assessment while experiencing peer assessment as part of the class. Their online conversations about the processes of establishing quality criteria for peer assessment and their reflections on the experiences compose the primary data source. Two purposes for assessment, accountability and continuous improvement, arose from the data and created conflicts within the individuals and the class. To resolve this conflict, we propose a framework for viewing assessment as part of an integral model (
Wilber, 2004
) that includes and transcends the dualities.</abstract><cop>Philadelphia</cop><pub>Taylor & Francis Group</pub><doi>10.1080/10627190701232720</doi><tpages>23</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1062-7197 |
| ispartof | Educational assessment, 2007-01, Vol.12 (2), p.113-135 |
| issn | 1062-7197 1532-6977 |
| language | eng |
| recordid | cdi_eric_primary_EJ772191 |
| source | Education Source |
| subjects | Accountability Computer Mediated Communication Education reform Educational Change Educational evaluation Educational Practices Evaluation Criteria Improvement Programs Inservice training Peer Evaluation Peers Preservice Teachers Reflective Teaching Science Teachers Teacher Attitudes Teaching Experience |
| title | Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T15%3A14%3A58IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Fostering%20Continuous%20Improvement%20and%20Learning%20Through%20Peer%20Assessment:%20Part%20of%20an%20Integral%20Model%20of%20Assessment&rft.jtitle=Educational%20assessment&rft.au=Davis,%20Nancy%20T.&rft.date=2007-01-01&rft.volume=12&rft.issue=2&rft.spage=113&rft.epage=135&rft.pages=113-135&rft.issn=1062-7197&rft.eissn=1532-6977&rft_id=info:doi/10.1080/10627190701232720&rft_dat=%3Cproquest_eric_%3E1264069981%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=207476334&rft_id=info:pmid/&rft_ericid=EJ772191&rfr_iscdi=true |