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Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback.

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Title: Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback.
Authors: Barahona, Camila (AUTHOR), Nussbaum, Miguel (AUTHOR), Martin, Vicente (AUTHOR), Meneses, Alejandra (AUTHOR), Arriagada, Silvana (AUTHOR), Di Serio, Angela (AUTHOR), Hilliger, Isabel (AUTHOR)
Source: Educational Technology Research & Development. Apr2023, Vol. 71 Issue 2, p667-688. 22p.
Subjects: Critical thinking, Student teachers, Psychological feedback, Teacher training
Abstract: Developing critical thinking is becoming increasingly important as is giving and receiving feedback during the learning process. The aim of this work is to study how technology can scaffold peer assessment activities to develop critical thinking among pre-service teachers and study the relevance of giving and receiving feedback. A series of practice and application activities were introduced using technology-scaffolded peer assessment. Technological scaffolding minimized classroom logistics, while at the same time resolved any personal issues between peers as the tasks were assigned at random. Mixed-methods analysis revealed that technology-scaffolded peer assessment with anonymous feedback aided the significant development of critical thinking activities. It also showed that the feedback that was given was a predictor of the success of these activities. The added value of this work is that we show that for pre-service teachers, in a Reading Methods course, we can improve critical thinking skills with technology scaffolded peer assessment, and that giving feedback shows to be more relevant than receiving it. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Apr2023, Vol. 71 Issue 2, p667-688. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink>
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  Data: Developing critical thinking is becoming increasingly important as is giving and receiving feedback during the learning process. The aim of this work is to study how technology can scaffold peer assessment activities to develop critical thinking among pre-service teachers and study the relevance of giving and receiving feedback. A series of practice and application activities were introduced using technology-scaffolded peer assessment. Technological scaffolding minimized classroom logistics, while at the same time resolved any personal issues between peers as the tasks were assigned at random. Mixed-methods analysis revealed that technology-scaffolded peer assessment with anonymous feedback aided the significant development of critical thinking activities. It also showed that the feedback that was given was a predictor of the success of these activities. The added value of this work is that we show that for pre-service teachers, in a Reading Methods course, we can improve critical thinking skills with technology scaffolded peer assessment, and that giving feedback shows to be more relevant than receiving it. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11423-022-10173-1
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