摘要：This paper reports a bout peers assessing peers during the science tea ching practicum. The purpose of the study was therefore to establish the foci of pre-service teachers (PSTs) on wha t they assess and if there is a link between their assessment comments or judgments and the gra ding of their peers' teaching ca pa bilities. This study was based on fifty three teaching journals PSTs used for assessment purposes during school practicum . Qua litative and quantitative analyses of the comments of PSTs about their peers' teaching capabilities and their mark allocations were respectively conducted from their teaching practice journals. The findings show tha t there is some consistency on the PSTs' foci of content they assess and the value they attach on most of the five va ria bles. In a ddition, there is a va ried link betwe en their comments or judgeme nts a nd the gr ading of their peer s' te ac hing ca pa bilitie s. H ow ever, a ssessment on maste ry of le arning c ontent ha d the le ast comments. Most of the comments wer e on te aching strate gie s, me thods and tec hnique s . In light of the findings, we recommend that assessment criteria for peer assessment be clea rly defined a nd sections be added to the tea ching practice journa ls, to justify mark alloca tion for every aspect of the asse ssment.
关键词：Pra cticum. Peer Assessment. Feedba ck ; . ; Assessment for Le arning
