The development of science activities via online peer assessment: The role of scientific epistemological views

Abstract

This study utilized an on-line peer assessment system to help 38 students (who were preservice pre-school teachers) develop appropriate science activities for pre-school learners. First, the effects of the on-line peer assessment system on the students’ science activity development were evaluated. Second, the role of students’ Scientifi c Epistemological Views (SEVs) on their gains or development derived from the on-line peer assessment process was examined. The peer assessment was conducted in three rounds and took about two months. It was found that students signifi cantly progressed their performance as a result of the on-line peer assessment process. That is, students signifi cantly improved the design of their science activities as involving the peer assessment process. Moreover, by exploring the correlations between students’ SEVs and their gains from the process of peer assessment, the results, in general, suggested that students with more constructivist-oriented SEVs might benefi t more from the peer assessment process. This fi nding implies that an appropriate understanding about the constructivist epistemology may be a prerequisite for utilizing peer assessment learning activities in science education.