Indian Journal of Open Learning (ISSN: 0971-2690), Vol 27, No 1 (2018)

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

SANJAY GUPTA, SURESH GARG

Abstract


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.


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Published by Indira Gandhi National Open University, New Delhi, India.
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