The effects of peer feedback, within an ‘assessment as learning’ approach, on the learning and development of student-teachers
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Abstract
This paper describes a study that examined the effects of peer feedback on the learning and development of a group of eighty-one second-year undergraduate post-primary student-teachers on a four-year concurrent initial teacher education (ITE) course, studying a compulsory education module. The students were asked to complete a component of their assessed coursework from this module by engaging in a peer review process. This study investigated the student-teachers experiences and attitudes towards peer feedback and explored the benefits to the students of both giving and receiving feedback from their peers.
Peer feedback was found to be a useful and beneficial addition to the college’s ITE programme. It provided an opportunity for the student-teacher to receive quality feedback, which was relevant to them, which they could usefully draw on to improve their work in a timely manner, and help them to develop their capacity and skills in providing feedback to others.
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