|Ph.D Student||Biton Yaniv|
|Subject||Incorporating Peer Assessment in Pre-Academic Mathematics|
|Department||Department of Education in Science and Technology||Supervisor||Professor Boris Koichu|
|Full Thesis text - in Hebrew|
The goal of the present study was to identify and characterize the potential of peer-assessment tasks for learning mathematics at pre-academic level. This potential was examined from three perspectives: the identification of learning opportunities for students created by the incorporation of peer-assessment tasks in mathematics lessons, the attitudes of the students towards peer assessment and the correspondence between the students’ evaluation of their peers’ knowledge and the major traditional form of assessment, namely, written exams.
The main findings of the study are:
The research has theoretical and practical contributions. At the theoretical level, the research enriches the existing body of knowledge dealing with alternative assessment in general and with peer assessment in the study of mathematics in particular. The current research also enriches knowledge about learning opportunities for teachers, as a result of observing how the students develop the evaluation criteria and grade the other students work. A practical contribution of the current research is two-fold. First, the research contributes to the body of knowledge of how it is possible to incorporate peer assessment in teaching mathematics in an institution adherent to traditional forms of assessment. Second, the research contributes to our knowledge about how to design and conduct peer-assessment tasks in the context of pre-academic level mathematics.