The Contribution of Teachers’ Peer Assessment and Self Reflection to the Implementation of Active Learning Strategies: the Case of Primary Schools of Bahir Dar Town, Amhara Region, Ethiopia

Abstract

The study tried to investigate the contribution of primary school teachers’ peer assessment and self-reflection to the implementation of active learning strategies. In this study, self-reflection and peer assessment include three broad categories, such as methods of teaching and learning, instructional resource utilization, and assessment techniques. This study was carried out on randomly selected primary school teachers of Bahir Dar town (the capital city of Amhara Region). Using multistage random sampling technique, five schools were selected out of 25 government primary schools found in Bahir Dar town. And then 50 teachers were randomly selected from a total of 157 teachers found in the five selected primary schools. Of these sample teachers, 32 were female and 18 were male. Peer assessment and self-reflection checklists were employed to solicit information from teachers about their state of using the two techniques as a means for promoting the implementation of active learning strategies. The results indicated that teachers’ peer assessment and self reflection are insufficient in promoting the implementation of active learning strategies in primary schools of Bahir Dar town. This paper, therefore, proposes means and ways of improving the roles and status of teachers in using peer assessment and self reflection as a means to promote the implementation of active learning strategies in primary schools of Bahir Dar town.

Keywords: Peer Assessment, Self reflection, Active Learning, Implementation