 Peer assessment of peer assessment plan: a deep learning approach of teacher assessment literacyWing Shui Ng, Haoran Xie, Fu Lee Wang and Tingting Li International Journal of Innovation and Learning, 2020, vol. 27, issue 4, 450-466 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. Keywords: assessment literacy; peer assessment; peer feedback; assessment for learning; assessment education; deep learning; taxonomy of learning; blended learning; pre-service teacher; teacher training. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:27:y:2020:i:4:p:450-466 Access Statistics for this article More articles in International Journal of Innovation and Learning from Inderscience Enterprises Ltd |
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