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RESEARCH PAPER
Peer assessment processes in a problem-solving activity with future teachers
1
Universidad de La Laguna, Tenerife, SPAIN
Online publication date: 2023-04-01
Publication date: 2023-03-11
EURASIA J. Math., Sci Tech. Ed 2023;19(4):em2245
KEYWORDS
ABSTRACT
Assessing problem-solving remains a challenge for both teachers and researchers. With the aim
of contributing to the understanding of this complex process, this paper presents an exploratory
study of peer assessment in mathematical problem-solving activities. The research was conducted
with a group of future Secondary mathematics teachers who first were asked to individually solve
an open-ended problem and then, to assess a classmate’s answer in pairs. We present a study of
two cases involving two pairs of students, each of whom assessed the solution of a third classmate.
The analysis was carried out in two interrelated phases: (a) individual solutions to the
mathematical problem and (b) the peer assessment process. The results show that, in both cases,
the assessors were strongly attached to their own solutions, which directly influenced the
assessment process, focused on aspects that involve the general problem-solving process and the
results. The main difference between the evaluation processes followed by the two pairs lies in
the concept of assessment. While the first pair focuses on assessing the resolution process and
errors, the other focuses its discussion on giving a numerical grade.
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