Students’ Peer Coaching for Formative Assessment (Georgian Case)

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Students’ Peer Coaching for Formative Assessment (Georgian Case)

Theoretical framework

Gibss Reflective Model

Social Constructivism

Challenges - obstacles with implementing the learner-oriented instructional process.

Target groups

150 students and 5 lecturers of teacher training programs.

Research Objective

to promote a positive, emotionally safe, and collaborative, student-oriented learning environment through formative assessment/Critical Friend.

Research topics

Intervention Stage

To implement Critical Friend and the evaluation of its effectiveness

Interview - with the lecturers involved in the research to evaluate the efficiency of the conducted interventions.

Focus group - to analyze students’ points of view regarding the efficiency of the conducted interventions;

Critical Friend approach was implemented

Basic Consequences

Students: . Become more internally motivated when the participation in “Critical Friend” is an optional activity; . Identify each other’s strong and weak points; . Become more open towards criticism and demonstrate a willingness to give recommendations to one another; - Develop different metacognitive skills, - Perfect the knowledge of the topi; - Become aware of the importance of peer teaching for establishing trust-based relationships; - Take more responsibility for their own, as well as their fellow students’ development.

Conclusions

- It is a student-oriented complex approach - It aims at developing openness and confidence between lecturer to a student, student to student, and student to a lecturer

Observation - to evaluate the effectiveness of interventions

Observation, Focus group, Interview

Problem Identification stage

-

Research Methods

Content analyze of the teacher training programs to study the formative evaluation system.

interview with lecturers - to study their experience and attitude regarding the research topic.

Main Results

they do not realize the essence of collaboration as a means of sharing knowledge and experience. Students do not consider a lecturer an important party involved in collaboration,

the applied methodology in courses was mainly focused on summative rather than formative assessment.

the majority of the syllabuses do not provide the opportunities to achieve the declared goals.

Focus group - with students to study their experience and attitude regarding the research topic.