FORMATIVE VALENCES OF PEER ASSESSMENT IN PROJECT-BASED LEARNING
FORMATIVE VALENCES OF PEER ASSESSMENT IN PROJECT-BASED LEARNING

Author(s): Valeria Botezatu
Subject(s): Social Sciences, Education, School education
Published by: Editura Eikon
Keywords: assessment; peer assessment; project-based learning; formative assessment; learning;
Summary/Abstract: In the context of the current conditions of the postmodernist society, the necessary skills as prerequisites for success in the 21st century of any young person refer to the „4C” skills: critical thinking, communication, collaboration and creativity; digital and information literacy; flexibility, adaptability, initiative and pro-activity, social and intercultural interaction, productivity, social responsibility. Education comes to respond to these imperatives. An instructional model that is becoming relevant in this regard is project-based learning. One of the biggest problems related to the application of the project remains the assessment. One way of assessing students' acquisitions is peer assessment, through which students provide constructive and effective feedback with reference to the results obtained by their peers. Based on the results obtained according to the students' questionnaire, we determined that they encounter difficulties in the process of peer assessment, but they have a positive attitude towards this way of assessing the learning results.

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