Complementing Teacher Evaluation by Self and Peer Assessment to Promote Reflective Teaching-Learning in Undergraduate Physics Laboratory Courses at IGNOU

Abstract

Self-assessment, as a significant aspect of self regulatory
learning, provides ample opportunities to the learners to take up
responsibility of their learning independently. Peer assessment, as a
collaborative learning technique, gives scope for developing critical
thinking in the learners as they utilise their judgement skills to assess
the work and progress of fellow learners based on established set of
criteria. Self and Peer assessment can contribute to the comprehensive
evaluation to a large extent. Moreover learners’ participation in evaluation
could be used to enrich their learning experiences through the Open
and Distance Learning system. However, so far there has not been any
extensive research reported in this area, particularly in the Indian context.
This research was undertaken to study how self and peer assessment
compliments teacher evaluation and promotes reflective teachinglearning.
The evaluation methodology of the B.Sc. programme of Indira Gandhi
National Open University (IGNOU) stipulates that for every learner,
laboratory work and viva voce should be graded by Academic Counsellors
(ACs) on a day-to-day basis as part of the continuous evaluation. The
formative evaluation by ACs and the feedback of ACs is expected to
provide opportunities to learners to assess their performance and improve
their knowledge and skills. This research was undertaken to understand
how far self and peer assessment would complement evaluation by
ACs, help promote reflective teaching and impact performance of learners
of undergraduate physics laboratory courses.
The present study reveals that peer evaluation and continuous teacher
evaluation had a positive correlation with reflective teaching-learning
and gave a greater self-confidence to all the learners who participated
in this research. At the end of the course, they were more confident
as independent learners. This became amply evident in their term-end
examination performances. We understand that it would be desirable
to include self and peer assessment in the continuous evaluation
component of the various experimental courses.