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http://dx.doi.org/10.14697/jkase.2014.34.6.0593

High School Students' Perceptions on Descriptive Assessment Activity Experiences by Teacher or by Peer  

Paik, Seoung Hye (Korea National University of Education)
Ryu, Hye Jung (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.6, 2014 , pp. 593-599 More about this Journal
Abstract
The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.
Keywords
peer assessment; teacher assessment; cognitive achievement; affective achievement;
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