Abstract:

The teachers’ education has always been a challenge in front of trainers. The courses – their design, activities, and methods of assessment, should act not only as training courses, but also at meta-level, providing to teachers a model which they can transfer to their classrooms. This is much more important during the COVID times, when the remote teaching has ‘invaded’ teachers both as professionals and as learners.

Special attention in this non-traditional situation is paid to the assessment methods. Some of the traditional assessment methods as tests of multiple answers closed questions, essays, etc., are easy, even more effective, to implement in e-learning environment for remote education, while others – discussions, reflections, life demonstration of a lesson, are difficult to manage and provides less efficiency than in traditional face-to-face training, especially in case of large trainees’ groups.

The article discusses a peer assessment as an effective method for teachers’ achievements evaluation, even in case of remote training. The peer-review and peer-assessment have their proven role as methods of formative assessment as well as collaborative technics, providing high level of equality, self-confidence and constructive feedback. However, the peer assessment is often undervalued as a method for summative assessment.

The presented study discussed the settings of peer summative assessment of the teachers’ training in the frame of the ‘Web design’ course. The course syllabus and aims covers both contents on the topic and teaching approaches in delivery of respective compulsory course in secondary school. The study was delivered in two editions of the ‘Web design’ course during two consecutive academic years under the COVID situation and remote teaching. Peer assessment of the teachers’ final product was offered vid LMS Moodle ‘workshop’ tool. The each student’s submission was revised by two random peers. The final score was formed as weighted score – submission : revision = 80 : 20. For research goals, the submissions was revised also by tutors, but this score does not affected the students’ final scores. The tutors’ offered scores were compared to these of peers. The results were analyzed and interpreted.

As a result of the study, the authors conclude that the peers assessment corresponds at high level to the tutors’ ones. As a complement, the reviewing peers takes added value by development of teachers’ skills and experience on defining criteria for product evaluation and presenting fair assessment, avoiding prejudice. Not at last place, the facilitation provided by chosen technical tool – the ‘workshop’ Moodle object, is presented.

The article is structured as follow:
1) Introduction,
2) Methodology,
3) Data collection,
4) Data analysis and Interpretation, and
5) Conclusions.

Keywords:

Teachers’ training, remote teachers’ education, peer assessment.