Peer assessment of peer assessment plan: A deep learning approach of teacher assessment literacy

Wing Shui NG, Haoran XIE, Fu Lee WANG, Tingting LI

Research output: Contribution to journalArticles

Abstract

The rationales of using assessment to enhance learning have been highly recognised. However, the issue of assessment literacy deficiency and insecurity about effective assessment implementation among pre-service and in-service teachers has been documented, which inevitably weakens the effectiveness of using assessment to improve learning. In this study, a deep learning approach with a core component of peer assessment of peer assessment plan was implemented to enhance the assessment literacy of a group of pre-service teachers. The design was informed by the taxonomy of learning in the cognitive domain and affective domain. Results show that they were able to prepare peer assessment plans in good quality. After conducting the activity of peer assessment on peer assessment plan, they demonstrated a deep level of attitude change and explicitly expressed their willingness to implement peer assessment in their future teaching. The deep learning approach to a great extent enhanced teachers' assessment literacy. Copyright © 2020 Inderscience Enterprises Ltd.
Original languageEnglish
Pages (from-to)450-466
JournalInternational Journal of Innovation and Learning
Volume27
Issue number4
Early online date22 Apr 2020
DOIs
Publication statusPublished - 2020

Citation

Ng, W. S., Xie, H., Wang, F. L., & Li, T. (2020). Peer assessment of peer assessment plan: A deep learning approach of teacher assessment literacy. International Journal of Innovation and Learning, 27(4), 450-466. doi: 10.1504/IJIL.2020.107617

Keywords

  • Assessment literacy
  • Peer assessment
  • Peer feedback
  • Assessment for learning
  • Assessment education
  • Deep learning
  • Taxonomy of learning
  • Blended learning
  • Pre-service teacher
  • Teacher training

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