ADAPTING PEER ASSESSMENT TO THE ONLINE LEARNING ENVIRONMENT: INSIGHTS FROM MUSIC PRE-SERVICE TEACHERS

Abstract

The Covid-19 pandemic has necessitated a reevaluation and redesign of teaching and learning approaches in education. This study focuses on exploring group work, a key component of 21st century learning, and its assessment strategies in the context of online teaching and learning. The objective is to provide insights and recommendations for teachers to effectively execute group activities online. Group work has long been employed as a teaching and learning strategy in higher education, promoting increased human interaction, enhanced skills, and knowledge acquisition. However, the pandemic and movement control measures posed challenges for conducting group-related activities online, leading many teachers to shy away from such tasks. This study aims to address this issue and propose approaches for facilitating online group work.In the realm of education, teamwork and collaboration are crucial for maximizing students' learning outcomes. Professional Learning Communities (PLCs) and Continuous Professional Development (CPD) initiatives are designed to foster teamwork and collaboration among educators. Teacher educators also encourage group-based tasks to promote collaboration among pre-service teachers. However, the transition to online teaching during the pandemic disrupted face-to-face interactions, limiting opportunities for collaborative activities among pre-service teachers. This study emphasizes the significance of group tasks in developing the skills and abilities of pre-service music teachers.Assessment and evaluation play integral roles in teacher training programs. This study highlights the importance of peer-assessment skills for pre-service teachers and their development of metacognitive practices. Engaging in self-assessment and peer-assessment during classroom activities allows pre-service teachers to develop self-regulation skills and gain a better understanding of their own learning processes. The combination of self-assessment and peer-assessment offers advantages such as self-awareness and multiple perspectives for feedback. However, it is essential to address the challenges associated with assessing group tasks, especially in the context of the COVID-19 pandemic.Peer-assessment serves as a powerful tool for engaging students in the learning process and fostering critical thinking, interpersonal skills, and understanding within a field of knowledge. Effective feedback from music lecturers is crucial in guiding pre-service teachers to provide task-involved feedback to their peers. The study also explores the role