Peer assessment of teacher performance: What works in teacher education?

Valeria Magaly Cabello (Lead / Corresponding author), Keith Topping

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)
    66 Downloads (Pure)


    Peer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, em- pirical research literature on peer assessment of pre-service teaching performance are reviewed. The articles were from the ERIC and Scopus databases, from 2002 to 2020. Only fifteen studies met the selection criteria described herein. The studies differed in the type of assessment used but converged toward the conclusion that incorporating peer assessment into differ- ent stages of teacher education was appropriate and worthwhile. We discuss the theoretical perspectives on why peer as- sessment might work in teacher education, pointing out practical implications for decision-makers in this field. Finally, rec- ommendations and constraints for researching and implementing peer assessment are discussed from the perspective of innovation within pre-service teacher education.
    Original languageEnglish
    Pages (from-to)121-132
    Number of pages12
    JournalInternational Journal of Cognitive Research in Science, Engineering and Education
    Issue number2
    Publication statusPublished - 31 Aug 2020


    • peer assessment
    • pre-service teachers
    • teaching performance
    • evaluation
    • Deviant online behavior
    • Young adults
    • Risk assessment
    • Social networks
    • Vulnerability
    • Resources
    • Minors
    • Risk factors

    ASJC Scopus subject areas

    • Experimental and Cognitive Psychology
    • Education
    • Cognitive Neuroscience


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