This article reports on a peer assessment pilot project with a small number of final year BEd primary education students undertaking school experience placements in local authorities distant to the university. The focus of the project was on identifying student perspectives in an attempt to inform future practice in programme design and delivery. Key issues arising from the study include a shift in students’ own identity as teachers and in their understanding of the role and purpose of assessment. The article concludes with a number of considerations for teacher educators in incorporating such approaches to student placements.
|Journal||Journal of Teacher Education and Teachers' Work|
|Publication status||Published - 2009|