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http://dx.doi.org/10.5012/jkcs.2021.65.6.455

The Impact of Negotiation-Based Peer and Self-Assessment Activities on Science-Gifted Students' Modeling  

Jo, Eunbi (Department of Chemistry Education, Pusan National University)
Jung, Dojun (Department of Chemistry Education, Pusan National University)
Nam, Jeonghee (Department of Chemistry Education, Pusan National University)
Publication Information
Journal of the Korean Chemical Society / v.65, no.6, 2021 , pp. 455-467 More about this Journal
Abstract
The purpose of this study was to investigate the impact of negotiation-based peer and self-assessment activities on science-gifted students' modeling and students' perceptions of the impact of these assessment activities on modeling. For this purpose, 92 students in the 11th grade of a science high school, in a metropolitan city, were selected to conduct peer assessment, self-assessment, and science writing activities with four topics of Advanced Chemistry. The students' modeling was analyzed in terms of 'structuring scientific concepts', 'logic', 'multiple representations' and 'communication'. Based on the results, the mean scores of modeling increased for each element of evaluation according to the progress of assessment activities. Students' responses in the survey and interviews showed that students perceived the results of student assessment activities as valid, students also recognized the benefit of these assessment activities by referring to the assessment results before their next writing assignment.
Keywords
Negotiation; Modeling; Peer-assessment; Self-assessment;
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