Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment |
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| Authors: | Nancy T Davis Evrim Genc Kumtepe Mehmet Aydeniz |
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| Institution: | 1. Department of Middle and Secondary Education , Florida State University;2. College of Open and Distance Education, Anadolu University |
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| 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 Wilber, K. 2004. Kosmic consciousness CD], Boulder, CO: Sounds True.. Google Scholar]) that includes and transcends the dualities. |
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