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- W1568697182 abstract "Fair, competent and formative assessment of student teachers during their teaching practice periods at schools poses a number of challenges to lecturers and student teachers in open and distance learning (ODL). These challenges are set by the distance and time factor between the lecturer and the student teacher at an ODL institution. Currently a summative assessment strategy is used at the end of the year to evaluate the student teachers and no other assessment strategies are utilised to assess or improve student teachers' teaching activities during their teaching practice periods at schools. It is therefore necessary to look at the feasibility of different assessment strategies for the evaluation of the ODL student teachers during their teaching practices. Assessment can also serve as a learning tool. Although self-assessment and peer assessment are intertwined, I will concentrate on peer assessment strategies as this was identified during previous research as one of the more problematic assessment strategies for implementation in an ODL context. A qualitative approach based on open-ended questions was used to gather data on how peer assessment could assist with the just and formative assessment of student teachers at an ODL institution during their teaching practice. The results point towards the importance of incorporating peer assessment into ODL teacher training." @default.
- W1568697182 created "2016-06-24" @default.
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- W1568697182 date "2013-01-01" @default.
- W1568697182 modified "2023-09-23" @default.
- W1568697182 title "Peer assessment of students' teaching practice at an open and distance learning institution" @default.
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