Fostering pre-service teachers' self-regulated learning through self- and peer assessment of wiki projects

Quantitative data were collected using a questionnaire and the self- and peer assessment reports, whilst qualitative data were collected from a focus group held with six of the students. It is noteworthy that the students tended to be more demanding of themselves than of their classmates, as shown by a significant difference between preliminary-self-assessment and peer assessment in the scores for three out of four criteria (p value = 0.011). The mean for preliminary-self-made video was rated the lowest by preliminary-self-assessment but it was rated the highest by peers. Since the p-value is 0.024, which is less than 0.05, this difference is significant. The focus-group participants thought their peers and the teacher provided helpful feedback, but did not find the self-assessment particularly useful. Although the data from the questionnaires and focus groups show that the pre-service teachers considered formative assessment approaches helpful, and all the mean final-self-assessment scores improved, the differences between preliminary-self-assessment and final-self-assessment were not significant. The research findings show that the students were active wiki creators and assessors and yet they did not have enough confidence in themselves.