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Laura Carlotta Foschi
Graziano Cecchinato
Filippo Say


This study examines the level of agreement between peer-assessments, self-assessments and assessments from course trainers regarding lesson plans produced by in-service teachers involved in a training course. This comparison allows us to investigate the development of assessment skills in relation to the methodological approach proposed in the training course.  In addition, it permits us to validate these assessment procedures in a field where they are little explored, namely in-service teacher training. In this paper, the following aspects are illustrated: the topic, teaching methods and aims of the training course; the peer- and self-assessment processes and potential of the digital tools adopted (Peergrade); the statistical analysis performed; and the results obtained. The results show substantial and excellent levels of agreement between the teachers’ peer- and self-assessments, and those from their trainers, and the implications of these outcomes are discussed.

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