Self-and Peer-Assessment as a Learning Tool to Teach Social Studies: Students’ Views

Samih Al-Karasneh


The main focus of the study was to determine the effects of self and peer-assessment on improving student teachers’ learning to teach social studies during an elementary social studies preparation programme. The sample of the study consisted of 44 social studies student teachers of the full-time 4-year course of School of Education at Yarmouk University in Jordan of the academic year (2002/2003). To collect the data, semi-structured interviews were used. The study used keyword analysis to extract sequences of words about the use of self and peer-assessment as a learning tool. According to the analysis, the influence of self and peer assessment on student teachers learning to teach social studies has been classified into six main dimensions (categories). The study concluded that the application and regular use of self and peer-assessment will extremely cause profound and philosophical changes. It will enhance our understanding of the assessment process and of the learning process itself. Student teachers will definitely see the assessment process as a source of understanding help, and facilitating learning rather than an opportunity to answer questions. Also, the study offered a mechanism through which the students could acquire and utilize self and peer assessment skills to be able to reflect more on their learning.


Self assessment; peer assessment; learning to teach; student teachers; reflection

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