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 |
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| 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 |
| 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. |
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| ISSN: | 1492-3831 |
