The Use of Video Self-assessment, Peer-assessment, and Instructor Feedback in Evaluating Conducting Skills in Music Student Teachers

1993 ◽  
Vol 10 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Hugh Johnston
Keyword(s):  
Student Teachers ◽  
Peer Assessment ◽  
Music Students ◽  
Self Assessment ◽  
Teaching Process ◽  
Instructional Process ◽  
Music Student ◽  
Self Evaluation ◽  
Instructor Feedback ◽  
The University

This study examines the effectiveness of combining video self-assessment, peer-assessment, instructor feedback, and the use of a Conductor Peer/Self Evaluation form, in the instruction of conducting gestural technique. Twenty-five P.G.C.E. music students from the University of London Institute of Education were videotaped while conducting. Concurrently, they were being assessed by a peer, and given feedback by the instructor. The peer and the conductor reviewed the videotape and determined three areas of strength and three areas that need improvement in the conductor gestural technique. The experimenter tabulated the results and surveyed the group as to the effectiveness of the teaching process. Results indicate that the instructional process was effective, and the inclusion of peer-assessment helped to present a more accurate view of each conductors skills.

scholarly journals An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1223
Author(s):  
Antonio Rodríguez Fuentes ◽  
José Luis Gallego Ortega
Keyword(s):  
Selection Process ◽  
Self Assessment ◽  
Statistical Software ◽  
Self Evaluation ◽  
Participant Selection ◽  
Analytical Perspective ◽  
Second Year ◽  
The University ◽  
And Control ◽  
And Training

It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.

Tiptoeing through the TULIPS: Aiming for Autonomy through Assessment in EFL Higher Education

10.47908/9/10 ◽  
2013 ◽  
pp. 179-207
Author(s):  
Carol Everhard
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Assessment Process ◽  
Assessment Criteria ◽  
European Language ◽  
Self Assessment ◽  
Assessment And Evaluation ◽  
Self Evaluation ◽  
Efl Students ◽  
Evaluation Of Learning

Involving students in the assessment process can pose a challenge both to the learners and their instructors as it goes against the grain of the testing, assessment and evaluation (TEA) processes with which they are familiar. While the European Language Portfolio (ELP) encourages reflection on what has been learnt and self-evaluation of learning progress and achievements, using criteria checklists, it stops short of awarding real grades to peers and selves. Indeed, information about peer-assessment and self-assessment of the productive skills is scant, particularly with regard to EFL higher education (HE). Such moves towards assessment bring both the instructor and the learners to unfamiliar terrain, which must be carefully engineered and negotiated, like tiptoeing through a field of tulips, which requires Trust, Understanding and Learning through, and Investment in, Peer-assessment and Self-assessment processes. In this way, learners become less reliant on others to evaluate their progress, more self-directed and, ultimately, assume a greater degree of autonomy. Evidence from the Assessment for Autonomy Research Project (AARP), involving students in peer- and self-assessment of writing and speaking skills, using pre-determined assessment criteria checklists, seems to suggest that recalibration of assessment power can help promote autonomy amongst EFL students at HE level.

scholarly journals Intership program: A viewpoint of pre-service teachers of Farhangian University-Shahid Beheshti branch of Tehran

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Darioush Sharafie ◽  
Mohamadreza Ghorbani ◽  
Amin Dadashzadeh
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Department Of Education ◽  
Education Department ◽  
Self Assessment ◽  
Statistical Population ◽  
University Department ◽  
Scientific Practical ◽  
The University ◽  
Guidance Teachers

The internship has been considered as a crucial program in preparing pre-service teachers to implement the scientific-practical activities knowledge they have gained. This study aimed at describing the implementation as well as the function of the internship program based on pre-service teachers' of Farhangian University-Shahid Beheshti branch of Tehran viewpoint. The statistical population of this study was the student teachers of Shahid Beheshti Higher Education Center entering the year 2015 in which the 119 people of them were selected as the sample. As many as 31 questions about six main criteria (the assessment of Farhangian University, internship course lecturers, schools where the interns went for internship, teachers who guided interns in schools, self-assessment of internships and the assessment of education department) were designed and verified by internship professors and then a five-choice questionnaire was designed based on Likert Scale. The data obtained then analyzed using single sample t-test. The results obtained from the questionnaire proved that the university, internship lecturers and guidance teachers did not succeed in fulfilling their tasks. Thus, good coordination among university, Department of Education, and schools should be established.

scholarly journals Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation

2020 ◽  
Vol 25 ◽  
pp. 73-83
Author(s):  
Hem Chand Dayal ◽  
Reema Alpana
Keyword(s):  
Teacher Education ◽  
Peer Assessment ◽  
Self Assessment ◽  
Self Evaluation ◽  
Pedagogical Skills ◽  
Assessment Techniques ◽  
Self Knowledge ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Teaching Setting

Abstract Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a micro-teaching setting. Using 20 pre-service teachers post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their MT. The findings indicate that per-service teachers find both peer and lecturer feedback useful in terms of in terms of identifying their strengths and weaknesses as well as proving incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge.  The findings reaffirm the importance of peer and self-evaluation in teacher education.

scholarly journals A combination of transformative and authentic assessment through ICT in Physical Education (Combinando una evaluación auténtica y transformativa a través de las TIC en Educación Física)

Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 728-738
Author(s):  
Teresa Fuentes-Nieto ◽  
Víctor Manuel López Pastor ◽  
Andrés Palacios-Picos
Keyword(s):  
High School ◽  
Physical Education ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Good Method ◽  
Self Assessment ◽  
Self Evaluation ◽  
Video Tutorial ◽  
Information And Communication ◽  
Teaching Unit

  This work analyses the results of an authentic assessment (AA) and transformative assessment (TA) experience and use of information and communication technology (ICT) in Physical Education (PE) classes in high school. The experience involves the use of the Plickers application, and the participation of the students in the evaluation (self-evaluation and peer evaluation processes). This study was carried out in a high school from Spain, as part of a didactic dance unit, with 38 students (15th years old). The AA and TA task was for small groups of students to create a video tutorial of salsa steps as a final product of a dance teaching unit; were self-assessed and peer-assessed using Plickers. Experience was also evaluated. Results: the use of AA and TA processes in PE in high school based on the use of ICT has been a very positive experience. For the students the video tutorial is a good method of learning and assessment and they value positively the peer-assessment and self-assessment processes they carried out, as well as the use of the Plickers. This study can be interesting to PE teachers interested in using AA, TA and ICT. Further research about this topic may be need. Resumen. Este trabajo analiza los resultados de una experiencia de evaluación auténtica (EA) y evaluación transformativa (ET) que utiliza las Tecnologías de la Información y la Comunicación (TIC) en Educación Física (EF) en Educación Secundaria. La experiencia implica la utilización de la aplicación “Plickers” y la participación del alumnado en la evaluación (procesos de autoevaluación y de evaluación entre iguales). El estudio se desarrolla en un instituto de educación secundaria español, como parte de una unidad didácica de danza, con 38 alumnos de 15 años. Las actividades de EA y ET se realizaron en pequeños grupos, que crearon un video-tutorial de pasos de salsa como producto final de la unidad didáctica, el cual fue autoevaluado y coevaluado utilizando la aplicación “Plickers”. Se evaluó también toda la experiencia. Los resultados muestran que la utilización de procesos de EA y ET a través de las TIC en EF en secundaria ha sido una experiencia muy positiva. Los alumnos lo consideran un buen método de aprendizaje y evaluación y valoran positivamente los procesos de evaluación entre iguales y autoevaluación utilizados, así como el uso de “Plickers”. El estudio puede ser de interés para el profesorado de EF interesado en utilizar EA, ET y TIC. Parece necesario realizar más investigación sobre la temática.

scholarly journals Application of self-assessment and co-evaluation on learning processes

2019 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Maria Pamela Almeida Luque ◽  
Mariam Liccette Rodriguez Mendoza
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
Daily Life ◽  
Learning Processes ◽  
Self Assessment ◽  
Teaching Process ◽  
Self Evaluation ◽  
Teacher Needs

The investigation identified the application of self-assessment and coevaluation in the learning processes in teachers of the School of Basic Education “Nueva Paquisha” of the Nuevo Paquisha community, of the Rocafuerte Canton. The methodology that was used was experimentation, using the survey as an instrument, which allowed us to know that self-evaluation and coevaluation are necessary for students to develop criteria and opinions about their evaluative practices within the classroom. The results obtained improved authentic evaluations in the teaching and learning process, contributing fundamental results to the transformation of information acquired in both the pedagogical day and in daily life, at the same time providing the information that the teacher needs to know to improve and reinforce the knowledge With this practice, the student demonstrates and values the achievements and teachers allow them to confirm the effectiveness of the teaching process.

Student-chosen criteria for peer assessment of tertiary rock groups in rehearsal and performance: what's important?

2012 ◽  
Vol 29 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Diana Blom ◽  
John Encarnacao
Keyword(s):  
Soft Skills ◽  
Peer Assessment ◽  
Music Students ◽  
Clear Understanding ◽  
Self Assessment ◽  
Soft Skill ◽  
Performance Outcome ◽  
Hard Skills ◽  
And Performance

The study investigates criteria chosen by music students for peer and self assessment of both the rehearsal process and performance outcome of their rock groups. The student-chosen criteria and their explanations of these criteria were analysed in relation to Birkett's skills taxonomy of ‘soft’ and ‘hard’ skills. In the rehearsal process, students placed an emphasis on ‘soft’ skill issues, and in the performance outcome, on ‘hard’ skill issues. For students and staff, challenges raised include understanding how and whether to assess ‘soft’ skills; that there is a continuum of ‘soft’ and ‘hard’ skills rather than a binary; and ensuring clear understanding of criteria terms.

Learning Chinese in a Role as News Broadcaster

2021 ◽  
Vol 11 (1) ◽  
pp. 15-35
Author(s):  
Ju-May Wen ◽  
Hai Dung ◽  
Eric Zhi Feng Liu ◽  
Chun-Hung Lin ◽  
Shihping Kevin Huang
Keyword(s):  
Learning Outcomes ◽  
Oral Presentation ◽  
Peer Assessment ◽  
Video Production ◽  
Teaching Model ◽  
Self Assessment ◽  
Self Evaluation ◽  
Real Material ◽  
Study Results ◽  
News Video

This study was based on the vicarious learning theory, and the teaching model included learning, practice, self-assessment, and peer-assessment. The authors conducted the study in a spiral manner. There are three research questions in this study: 1) Can learners' achievement be elevated by news video production teaching model? 2) Can learners' oral presentation be elevated by the news video production teaching model? 3) Will the learning outcomes be affected by self-assessment and peer-assessment? The teaching period was 18 weeks, and the study objects were six foreign learners from the current Chinese course in one university. The study results revealed 1) the whole semester teaching model promoted students attaining learning outcomes, 2) the whole semester teaching model enhanced the learners' oral presentation abilities, 3) self-evaluation and peer-evaluation affected the learners' learning achievement. In future studies, the authors suggest caring for the learners' learning bottlenecks in any moment and infusing real material into Chinese teaching.

scholarly journals An Analysis of Self-, Peer-, and Teacher- Assessment within the Scope of Classroom Teaching Activities

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 150-163
Author(s):  
Didem Karakaya Cirit
Keyword(s):  
Ozone Depletion ◽  
Peer Assessment ◽  
Public University ◽  
Teacher Assessment ◽  
Qualitative Assessment ◽  
Self Assessment ◽  
Teaching Process ◽  
Teaching Activities ◽  
Quantitative Results ◽  
Senior Students

The aim of this study was to determine the correlation between self-, peer- and teacher- assessment to evaluate preservice science teachers’classroom teaching activities. A mixed method was employed. The sample consisted of 55 senior students (29 women, 26 men) from the science teaching program of a public university in Turkey. Quantitative data were collected using a classroom observation form, which was the Reformed Teaching Observation Practice (RTOP), while qualitative data were collected using observation notes. The study was conducted within the scope ofthe course “applied teaching” for three weeks under the scope of three topics; global warming(GW), acid rain (AR), and ozone depletion (OD). Each participant attended nine assessment processes with two peers for the three topics. Quantitative results did not show a correlation between self- and teacher-assessment on the three topics. There was no correlation between GW self-assessment and GW peer-assessment and between AR peer-assessment and OD peer-assessment. However, there was a correlation between OD and AR self- and peer-assessment. There was a correlation between peer-assessment and teacher-assessment on neither of the three topics. Qualitative results showed that participants with high RTOP scores in peer-assessment were more likely to make quite superficial qualitative assessments, and briefly describe the teaching process and positively assess it. In self-assessment, participants not only gave themselves high scores but also positively described the teaching process. In teacher-assessment, quantitative and qualitative assessment was consistent. 

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