Using peer assessment to improve middle school mathematical communication. Issue 2 (4th March 2022)

• Record Type: Journal Article
• Authors: Patchan, Melissa M.; Rambo-Hernandez, Karen E.; Deitz, Brianna N.; McNeill, Joseph
• Is Part Of: Journal of educational research. Volume 115:Issue 2(2022)
• Page Start: 146
• Page End: 160
• Publication Date: 2022-03-04
• Subjects: Mathematical communication -- peer feedback -- peer ratings -- peer review -- teacher ratings -- teacher feedback; Education -- Periodicals; 370.705
• DOI: 10.1080/00220671.2022.2074948
• Languages: English
• ISSNs: 0022-0671

Abstract

Abstract: Peer assessment is an underutilized tool in mathematics classrooms. We examined how peer assessment could be used in a mathematics course to improve mathematical communication and mathematical proficiency. To describe in what ways peer reviews compared to teacher reviews, we analyzed ratings and feedback of 32 6th graders and their mathematics teacher. To determine what impact receiving peer versus teacher feedback had on students, we compared the revision quality and mathematical problem-solving abilities of students who received feedback from four peers to those who received feedback from their teacher. The findings indicated that middle school students can provide feedback just as helpful in improving mathematical communication and problem-solving ability as the teacher.