Peer assessment (PA) has established itself as an effective educational tool for fostering motivation towards learning, reducing anxiety, and promoting critical thinking among students.
Despite its numerous benefits, research on the perceptions and concerns of pre-service teachers regarding its application is limited, and even fewer studies focus on future bilingual primary education teachers.
This article, conducted by researchers from the University of Córdoba, Spain, delves into a mixed-methods study to explore how future bilingual teachers analyze and evaluate peer assessment after a teaching experience based on video teaching.
The research reveals that participants have a very positive attitude towards peer assessment, highlighting that this type of evaluation helps them improve their teaching performance and learn from their mistakes. Future teachers consider PA to be a useful technique for their professional development, as it provides valuable feedback and encourages reflection on their own teaching practices.
However, some concerns also emerged, such as the fear of hurting their peers with criticism or the lack of objectivity in the evaluation.
Despite these concerns, the researchers conclude that these reservations can be overcome through familiarization and continuous practice with the technique before beginning their professional careers.
It is suggested that the use of videos for PA not only facilitates a more detailed and repeatable evaluation but also helps future teachers develop critical and collaborative skills. The research highlights the need to adequately prepare students to use this technique, including clear explanations of the evaluation criteria and the possibility of anonymizing evaluators to reduce stress and encourage constructive criticism.
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How to cite: Huertas-Abril, C. A., Palacios-Hidalgo, F. J., & Gómez-Parra, M. E. (2021). Peer Assessment as a Tool to Enhance Pre-Service Primary Bilingual Teachers’ Training. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 149–168. https://doi.org/10.5944/ried.24.2.28788
