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Self-, Peer, and Tutor Assessment in Online Microteaching Practice and Doctoral Students' Opinions

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Title: Self-, Peer, and Tutor Assessment in Online Microteaching Practice and Doctoral Students' Opinions
Language: English
Authors: Emine Arugaslan
Source: International Review of Research in Open and Distributed Learning. 2025 26(1):99-117.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Student Attitudes, Opinions, Self Evaluation (Individuals), Peer Evaluation, Tutors, Student Evaluation, Evaluation Methods, Microteaching, Preservice Teachers, Online Courses, Critical Thinking, Reflection, Teaching Methods, Instructional Improvement, Time Management, Communication Skills, Educational Planning, Lesson Plans
ISSN: 1492-3831
Abstract: In online microteaching, pre-service teachers (PSTs) deliver lessons through online platforms, thus acquiring valuable experience in effective use of technological tools. In refining these experiences, it is crucial for the PSTs to undergo self-, peer, and tutor assessments. This study examined the concordance among self-, peer, and tutor assessments in online microteaching practices, along with students' views on their online microteaching experiences. A case study model was adopted, involving doctoral students enrolled in the Planning and Evaluation in Instruction course. The findings indicated alignment between students' self-assessment and peer assessment, albeit with lower scores compared to those provided by the course tutor. Overall, students expressed positive views regarding online microteaching. They highlighted the benefits of critical thinking, self-reflection, and peer feedback in refining their teaching strategies. However, challenges such as time management, communication, and planning were noted by the students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463398
Database: ERIC
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  Data: Self-, Peer, and Tutor Assessment in Online Microteaching Practice and Doctoral Students' Opinions
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2025 26(1):99-117.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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– Name: Abstract
  Label: Abstract
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  Data: In online microteaching, pre-service teachers (PSTs) deliver lessons through online platforms, thus acquiring valuable experience in effective use of technological tools. In refining these experiences, it is crucial for the PSTs to undergo self-, peer, and tutor assessments. This study examined the concordance among self-, peer, and tutor assessments in online microteaching practices, along with students' views on their online microteaching experiences. A case study model was adopted, involving doctoral students enrolled in the Planning and Evaluation in Instruction course. The findings indicated alignment between students' self-assessment and peer assessment, albeit with lower scores compared to those provided by the course tutor. Overall, students expressed positive views regarding online microteaching. They highlighted the benefits of critical thinking, self-reflection, and peer feedback in refining their teaching strategies. However, challenges such as time management, communication, and planning were noted by the students.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 99
    Subjects:
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Opinions
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Microteaching
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Critical Thinking
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      – SubjectFull: Reflection
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Time Management
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      – SubjectFull: Communication Skills
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      – SubjectFull: Educational Planning
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      – SubjectFull: Lesson Plans
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    Titles:
      – TitleFull: Self-, Peer, and Tutor Assessment in Online Microteaching Practice and Doctoral Students' Opinions
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