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Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance

Artigo2022

Sandra Zulliger ORCID; Alois Buholzer ORCID; Merle Ruelmann

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Resumo

The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.

Dados da obra

Tipo
Artigo
Periódico
European Journal of Educational Research, v. volume-11-2022, n. volume-11-issue-2-april-2022, p. 663-680
Editora
RU Publications
Ano
2022 (2022-01-16)
Idioma
en
Palavras-chave
Student Evaluation; Peer Evaluation; Self Evaluation (Individuals); Mathematics Instruction; Mathematics Achievement; Division; Grade 4; Elementary School Students; Program Effectiveness; Foreign Countries; Formative Evaluation; Metacognition; Elementary School Mathematics; peer assessment; self-assessment; formative assessment; academic performance; calculation strategies; fourth grade; primary school mathematics; assessment quality; underachieving students
Temas
Avaliação
DOI
10.12973/eu-jer.11.2.663
ISSN
EISSN-2165-8714, 2165-8714
Licença
cc-by
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ZULLIGER, Sandra; BUHOLZER, Alois; RUELMANN, Merle. Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance. European Journal of Educational Research, v. volume-11-2022, n. volume-11-issue-2-april-2022, p. 663-680, 2022. DOI: https://doi.org/10.12973/eu-jer.11.2.663.

APA

Zulliger, S., Buholzer, A., & Ruelmann, M. (2022). Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance. European Journal of Educational Research, volume-11-2022(volume-11-issue-2-april-2022), 663-680. https://doi.org/10.12973/eu-jer.11.2.663

BibTeX
@article{zulliger2022,
  author = {Zulliger, Sandra and Buholzer, Alois and Ruelmann, Merle},
  title = {Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance},
  year = {2022},
  journal = {European Journal of Educational Research},
  volume = {volume-11-2022},
  number = {volume-11-issue-2-april-2022},
  pages = {663-680},
  publisher = {RU Publications},
  doi = {10.12973/eu-jer.11.2.663},
  language = {en}
}
RIS
TY  - JOUR
AU  - Zulliger, Sandra
AU  - Buholzer, Alois
AU  - Ruelmann, Merle
TI  - Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance
PY  - 2022
JO  - European Journal of Educational Research
VL  - volume-11-2022
IS  - volume-11-issue-2-april-2022
SP  - 663
EP  - 680
DO  - 10.12973/eu-jer.11.2.663
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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