Teacher-Identified Indicators of Competence in Peer Assessment Among Adolescents
Keywords:
education, teacher perspectives, formative assessment, social-emotional skills, metacognition, educational assessmentAbstract
This study aimed to identify the indicators of competence in peer assessment among adolescents as
perceived by secondary school teachers in Tehran. A qualitative research design was employed involving
semi-structured interviews with 17 secondary school teachers experienced in facilitating peer
assessment. Participants were purposefully sampled from schools in Tehran. Data collection continued
until theoretical saturation was reached. Interviews were audio-recorded, transcribed verbatim, and
analyzed using thematic analysis supported by NVivo software to identify key themes and subthemes
reflecting teacher-identified competence indicators. Analysis revealed three main themes representing
competence in adolescent peer assessment: cognitive competence, social-emotional competence, and
metacognitive and ethical competence. Cognitive competence included understanding assessment
criteria, analytical skills, constructive feedback, self-reflection, consistency, justification, and task
engagement. Social-emotional competence encompassed empathy, communication skills, conflict
resolution, motivation to support peers, emotional regulation, and trustworthiness. Metacognitive and
ethical competence involved ethical awareness, accountability, openness to feedback, reflective practice,
and a peer learning orientation. Teachers emphasized that effective peer assessors demonstrate a dynamic
interplay of these competencies, enabling them to provide reliable, respectful, and reflective assessments
that contribute to both individual and peer learning. Competence in adolescent peer assessment is a
multidimensional construct that extends beyond cognitive skills to include crucial social-emotional and
metacognitive-ethical dimensions. Recognizing and nurturing these competencies is essential for
teachers to foster meaningful and equitable peer assessment experiences. These findings provide a
practice-informed framework to guide teacher training, assessment design, and policy development
aimed at enhancing peer assessment efficacy in secondary education.
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