The potential of peer-to-peer-feedback for enhancing assessment competence in pre-service language teachers – results of a study
No. 54/1 (2020), Articles
No. 54/1 (2020)

The potential of peer-to-peer-feedback for enhancing assessment competence in pre-service language teachers – results of a study

Articles
https://doi.org/10.14746/n.2020.54.1.6
Published 2020-03-31
Monika Janicka
https://orcid.org/0000-0002-5603-4803
Maria Curie Składowska University in Lublin
Poland
PDF (Deutsch)

Keywords

formative assessment
peer-to-peer-feedback
assessment competence
pre-service teacher training

How to Cite

Janicka, M. (2020). The potential of peer-to-peer-feedback for enhancing assessment competence in pre-service language teachers – results of a study. Neofilolog, (54/1), 87–104. https://doi.org/10.14746/n.2020.54.1.6
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Abstract

The article introduces formative assessment as one of the most powerful factors influencing students’ achievements and presents its significance for process-oriented learning and teaching. Due to its importance formative assessment should be an inherent part of the pre-service teacher training program. The aim of the present paper is to highlight the potential of peer-to-peer-feedback, as a part of formative assessment, for enhancing the assessment competence of pre-service teachers. The results of the study presented in the article suggest ways in which peer-to-peer feedback can be used to foster the assessment competence of prospective teachers.

 

https://doi.org/10.14746/n.2020.54.1.6
PDF (Deutsch)

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INTERNETQUELLEN

http://prawo.sejm.gov.pl/isap.nsf/download.xsp/WDU20120000131/O/D20120131.pdf [abgerufen am 08.10.2019]

http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20190001450/O/D20191450.pdf [abgerufen am 08.10.2019]

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Copyright (c) 2020 Monika Janicka

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