Relationship between Pre-service Science Teachers’ Self-assessment Accuracy and Science Teaching Efficacy in Microteaching
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This study is to analyze correspondence between self-assessment and peer assessment of secondary pre-service teachers during the microteaching process and how the trend is associated with science teaching efficacy. During microteaching, pre-service teachers reflected well on technical aspects in self-assessment. Evaluators in peer assessment during microteaching pointed out class demonstration in very detail. The number of those whose self-assessment and peer assessment analysis results corresponded with each other was 6. The number of those with an underestimation tendency whose self-assessment scores were lower than peer assessment scores was 2. The number of those with an overestimation tendency whose self-assessment scores were higher than peer assessment scores was 2. A comparison was made between self-assessment accuracy and science teaching efficacy and the result was that science teaching efficacy of those who had a corresponding result and of those who had an underestimation tendency did not notably differ. Also science teaching efficacy of correspondence group and overestimation group did not notably differ. This study is meaningful in that it provides a framework to analyze accuracy of pre-service teachers’ self-assessment by comparing peer assessment and self-assessment in teacher training courses. This study also may be utilized in verifying the effects of self-assessment and peer assessment as a factor that can influence science teaching efficacy.
Abstract
This study is to analyze correspondence between self-assessment and peer assessment of secondary pre-service teachers during the microteaching process and how the trend is associated with science teaching efficacy. During microteaching, pre-service teachers reflected well on technical aspects in self-assessment. Evaluators in peer assessment during microteaching pointed out class demonstration in very detail. The number of those whose self-assessment and peer assessment analysis results corresponded with each other was 6. The number of those with an underestimation tendency whose self-assessment scores were lower than peer assessment scores was 2. The number of those with an overestimation tendency whose self-assessment scores were higher than peer assessment scores was 2. A comparison was made between self-assessment accuracy and science teaching efficacy and the result was that science teaching efficacy of those who had a corresponding result and of those who had an underestimation tendency did not notably differ. Also science teaching efficacy of correspondence group and overestimation group did not notably differ. This study is meaningful in that it provides a framework to analyze accuracy of pre-service teachers’ self-assessment by comparing peer assessment and self-assessment in teacher training courses. This study also may be utilized in verifying the effects of self-assessment and peer assessment as a factor that can influence science teaching efficacy.
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