Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks

Yaniv Biton

doi:10.29333/ejmste/16605

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Yaniv Biton ¹ ² ^*

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¹ Shannan Academic College of Education, Haifa, ISRAEL² Center for Educational Technology, Tel Aviv, ISRAEL^* Corresponding Author

Abstract

The idea of involving students in the assessment process has recently taken a prominent place in education. Research suggests that peer assessment in which the students define assessment criteria and assign value enhances learning. The study presented herein is part of an ongoing research project being conducted at a pre-academic course at a technological university in which students are tasked with developing and applying criteria for grading mathematical exercises. The aim of the study is to explore the potential of incorporating such peer assessment into learning mathematics. We also investigate the teacher’s reflections regarding such a peer assessment activity. The findings suggest that when students are actively involved in developing criteria and use them to grade other students’ work, they see ‘behind the scenes’ of the mathematical problem, which improves their understanding. The findings also suggest that the teacher’s reflection on the process helps better refocus on lesson plans.

Keywords

peer-assessment
learning
developing criteria
pre-academic study
higher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 7, July 2025, Article No: em2667

https://doi.org/10.29333/ejmste/16605

Publication date: 15 Jul 2025

Article Views: 23

Article Downloads: 12

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How to cite this article

APA

Biton, Y. (2025). Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2667. https://doi.org/10.29333/ejmste/16605

Vancouver

Biton Y. Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks. EURASIA J Math Sci Tech Ed. 2025;21(7):em2667. https://doi.org/10.29333/ejmste/16605

AMA

Biton Y. Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks. EURASIA J Math Sci Tech Ed. 2025;21(7), em2667. https://doi.org/10.29333/ejmste/16605

Chicago

Biton, Yaniv. "Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 7 (2025): em2667. https://doi.org/10.29333/ejmste/16605

Harvard

Biton, Y. (2025). Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2667. https://doi.org/10.29333/ejmste/16605

MLA

Biton, Yaniv "Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 7, 2025, em2667. https://doi.org/10.29333/ejmste/16605