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Cari Teske

Slack: Be less busy - 1 views

slack.com/is

moodle_iowa ollie_iowa technology Slack

shared by Cari Teske on 16 May 16 - No Cached
  • Cari Teske on 16 May 16
     
    Organize your team conversations into channels. Channels may be public or private. It is not just a tool for conversations. You can add documents, images, PDFs and spreadsheets. You can also private message individually. Slack will notify you when someone posts or messages you. You can also search within Slack for past discussions. Conversations are not limited to your computer. There are apps available for phones and tablets.
trgriffin1

Article(s): Self- and Peer-Assessment Online - 1 views

moodlesw.aealearningonline.org/...view.php

shared by trgriffin1 on 12 Feb 18 - No Cached
  • Encourages student involvement and responsibility.
    • hansenn
      hansenn on 12 Feb 18
       
      I think students value learning more if they take part in assessing their own learning. Instead of just thinking they were given a grade, they know what they earned and if they reached the learning goal.
    • krcouch
      krcouch on 17 Feb 18
       
      Agreed. Students learn more and care more when they are in charge of your learning.
  • Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
    • hansenn
      hansenn on 12 Feb 18
       
      Students also get to see examples of what to do and what not to do by looking at their peer's work. I agree students will often try harder if they know their peers will see their work.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes peer motivation is more powerful than any motivation that teachers or other adults can/will provide.
    • anonymous
      anonymous on 20 Feb 18
       
      Peer motivation is a very powerful tool. Students can sometimes be harder on each other than an adult so that is why it is important to stick to agreed marking criteria so that they stay focused.
  • Students feel ill equipped to undertake the assessment.
    • hansenn
      hansenn on 12 Feb 18
       
      You would have to teach students how to assess the work. I would work through an example with the class before having students grade others.
    • dassom
      dassom on 17 Feb 18
       
      I agree teaching the students wil help, also providing them with a checklist or specific things to look for would help with this.
  • ...90 more annotations...
  • shirking’ their responsibilities by having students undertaking peer assessments.
    • hansenn
      hansenn on 12 Feb 18
       
      The teacher would explain they are still going to grade the project, but the students are working together to improve the project before it is turned in for a grade.
  • It is considered fair by some students, because each student is judged on their own contribution.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the only way to assess group work, or you will have some students in the group not doing work. Sometimes you have where students do not let others participate.
  • When learners are mature, self-directed and motivated.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the greatest challenge for me teaching Middle School and having them evaluate each others work with maturity and staying focused on student's writing not their personal opinions.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Yes- I worry about this as well in special education. The skill deficits are large, and I worry about how to do this effectively so it's meaningful to both student evaluating and the student's work.
    • dykstras
      dykstras on 14 Feb 18
       
      Amen Noel! I mentioned in a previous post that this is difficult amongst adult learners. Adolescents take this concept to a whole new level .... 180 degrees in the other direction!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that this can sometime be a challenge with adults as well!
    • carlarwall
      carlarwall on 19 Feb 18
       
      I also think this can be a challenge for adults. I know for myself personally, my mindset plays a huge role in my motivation and effectiveness when peer grading.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally.
    • hansenn
      hansenn on 12 Feb 18
       
      The student's final project should be improved if they self evaluate. Students must be motivated to reflect and revise their own work. It is difficult sometimes to even get students to reread their work.
    • dykstras
      dykstras on 14 Feb 18
       
      I also wanted to highlight this sentence. I employ this process in my class, but too many of my students take advantage of it by simply stating 'they understood the material by redoing their incorrect work." I think I need to require the last part ... a general reflection. Tell me what you got wrong, why you got it wrong, and what you did to fix it. Food for thought..
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      What I really like to see is the student who can self evaluate throughout the process. This not only helps them to learn the process, but it helps them to produce a better final product.
    • blockerl
      blockerl on 17 Feb 18
       
      Dykstra, I agree with you. It seems to me that the reflective part is the most effective. I have students do a self reflection edit sheet, but I think if I had them really write a reflection instead, students would take the time to really think about their work.
  • determined that students involved in peer review perform better academically than peers graded only by their instructors
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      And, isn't that the purpose and job of the instructor to support the academic performance of ALL students.
    • blockerl
      blockerl on 17 Feb 18
       
      I like that it says only by instructors. It is great to have peer review, but it should not always take the place of instructor feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I like that research indicates that peer reviews teach students to perform better academically than graded only by instructors. It supports the peer review and self reflections topics.
  • feedback from an instructor, or mentor that is qualified
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      This makes sense to me. It is sort of like a coach of a basketball team (especially beginning basketball.) The reason there is a coach is because they have knowledge beyond what the player does and is necessary for the player to grow. I do know that players can learn from each other, but there are situations when the coach or instructor is the expert and students will learn best when evaluated by the instructor.
    • blockerl
      blockerl on 17 Feb 18
       
      Yes! At least in high school, many students need the teacher to provide them with additional feedback.
  • review their own work with an eye for improvement
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      How do we as instructors help students to understand that revising or self-assessment is just a means towards improvement and not a step to be skipped or resisted?
  • I do not recommend including an option on the peer evaluation for team members to make comments about their peers.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      Good to keep in mind.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Very true. As part of the modeling of peer review is to learn how to give constructive feedback that is not personal. Sometimes easier said than done!
  • Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      It seems that in some situations it would be beneficial to take the time to teach students how to self-assess and peer-assess because it would save time in the future so that students ha more than one resource to help them improve.
    • anonymous
      anonymous on 20 Feb 18
       
      I agree that sometimes the extra time taken to teach self-assess and peer-assess skills can be a life-long benefit because they will be required to do this as an adult. Real world jobs require people to assess their performance and their co-workers performance daily. It is part of being a responsible and respectful citizen.
  • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Agreed. This even applies to the students that are just awkward and have a hard time interacting with their peers. I think this has to be groups that the teacher initially chooses until the students are comfortable with the process.
  • I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...
  • Encourages student involvement and responsibility.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      This seems obvious-- but there's no simple way to do this. Students who take some ownership of their work begin to demonstrate more responsibility in their product, but not everyone will develop this...
  • Focuses on the development of student’s judgment skills.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have included self-assessment in the past, and find it interesting that many students score themselves lower than I would have done; they can be hard on themselves. I have also observed that they do reflect more on their own individual contribution to the overall group product.
  • Furthermore, there are many students that need remedial support in writing and communications skills, some require support in how to learn online, and how to be responsible for their own learning.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think that the Netiquette that we cover during our online classes assists with this piece as well, and this is valuable for any age of learner. Examples can be provided as models for students which will assist them in understanding the expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the key point - clear expectations and consistency.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have completed self-assessments in past courses in a similar manner. It can be valuable to reflect on one's work and continual improvement. As educators, reflection is a part of our practice every day. I think it is important to provide opportunities for students to see the benefits of self-assessment for the purpose of reflection.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that self assessment is a valuable tool. As an instructor I have looked at self assessments done by students as I grade their work. It is interesting that at times the students are harder on themselves than I would have been when I graded their work.
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • leighbellville
      leighbellville on 14 Feb 18
       
      Samples are key to assist students in understanding the expectations; I mentioned this previously in a different article. I have noticed students' writing, for example, grow significantly as a result of frequent exposure to mentor texts and both peer- and self- reflection that was formative in nature. It relieves the pressure, and students begin to see the benefits.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes as teachers we feel that if we give too many examples we are just showing students how to do things and not allowing them to think for themselves. It is all about using the examples for relevance and not images to just copy.
  • estimate what percentage of the work he or she contributed to the project
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think having individual students estimate what percentage of the work he or she contributed to the project would be beneficial. It could help with future projects as well, in that the students who do not contribute as much or in a timely manner will be more cognizant of that in the future.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I had not considered this technique previously, that is, having students estimate contribution in terms of percentage. I think that would be an excellent strategy for individuals and team's to understand fact versus perception. I also think that designing group activities effectively helps balance workload evenly amongst participants. The instructional designer has a role in this too. If done properly, the group can still move on with the project should someone not be carrying their load, it becomes blatantly obvious however if a certain portion is not complete or is of lower quality.
  • Portfolios
    • dykstras
      dykstras on 14 Feb 18
       
      This section really got me thinking! My first year teaching I kept every students' assessments in a folder in a file cabinet, thinking their parents would like to see it at conferences, and the kids would like to see it at the end of the year. Little did I know parents didn't care and the kids just threw them away. But now ... with standards based grading, I might bring portfolios back. I have kids go through several 'tiers' of instructions to meet expectations ... but I keep giving them their work back. SBAR is all about evidence ... but i have none. They do it, I modify their grade in the grade book, and give back the evidence. Maybe, just maybe, I should keep it in a portfolio????
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I have just begun scratching the surface of portfolios again with my students. For me, the portfolio is about empowered learners and showing evidence of progress. Having students post the drafts of a creative work is a very powerful tool for them and others to see growth. to me, the growth is more important than the finished product. Regarding empowerment, I am finding that the conversations in my classroom are changing. We are migrating away from student submit to classroom to teacher goes to student portfolio website to access work. It's a major shift in thinking and helps the student take more responsibility and ownership for their work and the display of what they've learned.
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Very few jobs require an individual to work alone these days. The ability to work in a group collaboratively is key! Teaching kids how to develop these skills early is essential. Evaluating group work FOR THE GOOD OF THE GROUP is such an important life skill I think!
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Otherwise known as positive peer pressure, which I don't necessarily consider bad. One role as a facilitator in group projects is not not micromanage and assign tasks, but rather let the group dynamics control the situation. Doing a self assessment on ones own contributions as compared to the rest of the group might inspire one to 'step it up.'
  • the quality of comments that he felt was lacking
    • dykstras
      dykstras on 14 Feb 18
       
      It's hard to evaluate or even comment on a peer's work, don't you all agree? At least for me, unless the work is in a field I am comfortable with, Mathematics (or sports), I feel awkward making even required suggestions for improvement.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      It is a difficult task. When I'm presented with feedback from a peer, I find myself thinking...well, this is how they would do it...I"m not them. However, if the rubric serves as the official guide, I am more apt to make the changes rightfully so.
    • anonymous
      anonymous on 20 Feb 18
       
      Comments and suggestions can be difficult to make especially if it is in a content area outside of one's comfort zone. However, I think it is important to read or hear comments from others because it provides a different point of view on a subject. Sometimes people are so familiar with a topic that they assume everyone else has the same knowledge. Peer feedback can help bring reality back to a person's mindset.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree with these comments about ones comfort zone. That is realistic I think for most people. But also agree with Mike about if there is a rubric to follow if might make for comments to be a bit easier to make.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
    • bbraack
      bbraack on 15 Feb 18
       
      Without a learning environment that is supportive, students might not want to say anything that would upset the student being evaluated. Also, when students feel comfortable in the classroom, then they know that comments are constructive and not degrading.
    • srankin11
      srankin11 on 16 Feb 18
       
      I agree! This may take time to develop and specific lessons on the expectations of how to give peer feedback. We can't expect students to just know how to do this if they have never been taught.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • bbraack
      bbraack on 15 Feb 18
       
      When students take responsibility for their learning and metacognition, they are more likely to be motivated to learn and do more to understand what the learning is about.
  • To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals
    • bbraack
      bbraack on 15 Feb 18
       
      Teachers in my district have used SMART goals when developing their professional goals. I think this would really help students when they are developing a goal for themselves. Instead of just stating a goal, students can see how to make their goal specific, measurable, attainable, relevant and time-bound. Students can then lay out a plan to attain all of them.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      We use SMART goals with our PLC or CTT's each week with what the teachers want the students to learn. We use SMART goals personally on our PD plans. These SMART goals would be extremely helpful for students to use in their own learning.
  • A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents.
    • bbraack
      bbraack on 15 Feb 18
       
      When I taught at the junior high, we used portfolios to show to students parents at conferences. The student would present each item in the portfolio to their parents. I think the students liked showing their parents their work, usually their best work, and the parents enjoyed looking and listening to their child present the contents of the portfolio. I think it made the students feel like they did a good job and proud of themselves for their hard work.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a huge component. In this day in age students need to be able to market themselves to standout from the other job applicants. Portfolios done well can help a student to do this.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is something that is more often seen in college or later high school. Though some elementary teachers use the process portfolio like this during conferences to have students run the conference.
  • Emphasize what students can do rather than what they cannot do
    • bbraack
      bbraack on 15 Feb 18
       
      When we used portfolios at conferences, I think it did make the conference run more smoothly because the student was showing their parents what they have done and have learned. Without portfolios, conferences at times could be a little uncomfortable because the student and the parents were upset because of a bad grade, bad behavior, etc. The conference wasn't always showing what the student was doing right or learning. So, I agree that it does emphasize what the student can do rather than what they cannot do. The student is more motivated to try harder and learn more when they are proud of their work and what they have learned and can do.
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe this is such an important statement! Yes, we do need to emphasize what students can do! They are all learning. Some may not be progressing as quickly as others but hopefully they are all learning. Giving students the opportunity to demonstrate their learning in a portfolio can be motivating, especially when they know that others will see it.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I moved to a portfolio assessment for the semester exam last semester and the stress/anxiety level went down because students felt confident in what they knew instead of being punished for what they don't know.
  • The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is definitely an example of modeling. The instructor is giving the students and example and then using the criteria that has been developed for the feedback. I think this helps both the student and instructor to catch any issues with the criteria before the assignment is done.
    • krcouch
      krcouch on 17 Feb 18
       
      I love when modeling occurs it really helps with understanding the assignment.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can also see where this could be a good example of scaffolding for students who need extra support with peer evaluation.
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a definite example of levels of DOK. Once a student is able to create a rubric on their own the student has moved up on the levels of knowledge.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      I agree Kim. This is definitely high level and pushes people to the next lesson. I think this would create a lot of modeling/scaffodling together to get a product that you would like to see in the elementary. During rubric training years ago, it was always suggested you start with the kids. It is developed together. This would work the same as checklists. I am starting to use checklists a ton more in my classes. Even with 2nd graders...the trick is to get them to internalize it and really use them. I need to model this more.
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable. • Students feel ill equipped to undertake the assessment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Many of these disadvantages happen because modeling how it should be done has not happened or happened well enough that the students understood the process. As with anything we want students to do it must be modeled and repeated with the students until the light bulb goes on!
    • dassom
      dassom on 17 Feb 18
       
      A problem I have with self assessment is sometimes I don't see the errors in my writing. I may write something and wait a few days before I come back to it. If it is a project they have been spending so much time on, they might over look glaring errors just because they've seen them so many times before assessment time.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I completely agree that the modeling of these skills is important. We also cannot assume that students will catch on after only one example, some students will need to see the modeling many times over.
  • One of Rees’ comments within the essay “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation. The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is the old archaic way of thinking. One of the old sayings that I remember is that "you are no longer the sage on stage, but a guide on the side" as a teacher. The thinking for some giving up that power or control is very difficult, but it should be what's best for students.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      Reaching all learners is always going to be difficult. As Kim pointed out, not being "the sage on the stage" mentality is important. Then there is reality. Not all teachers/students have the growth set mindset and want to learn for learning sake. I can see how Rees side about peer review doesn't always produce high quality. As we discussed in the last module, modeling and scaffolding is the key to make it work well.
  • A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe portfolios are a great way to see student work throughout a unit, semester, or year. I've had students create a portfolio using two different methods -- as a review for a final test using a Google site and for a unit using Google slides. Both worked to demonstrate student learning but I believe I need to continue working on more ideas in this area.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • srankin11
      srankin11 on 16 Feb 18
       
      It seems that we are always in a hurry and need to move on to the next learning target. I do believe it is important to take the time to self-assess and reflect on learning. It's also important for teachers to reflect and self-assess often.
  • The instructor models the technique (use of a checklist or rubric
    • srankin11
      srankin11 on 16 Feb 18
       
      For example, as adults we use checklists for this online class to be certain that we complete everything. Our students are busy people learning about several subjects each day. I believe if we can provide students with checklists and rubrics to remind them of where they are at in their learning, it will make the transition better.
  • increase student responsibility and autonomy
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I see this as an important issue in the classroom today. Call it what you will...autonomy, initiative, empowered...students taking charge of their own learning is easier said than done. They have to be taught, it cannot be assumed. Unfortunately, learning how to be autonomous is usually accompanied by pain. Pain in the sense that some students won't grasp the concept until they experience failure because no one was there to bail them out in the end. As a teacher, at times, I find myself swooping in to save the day and be the hero...the student's won't learn autonomy until taught how and given the opportunity to be.
    • anonymous
      anonymous on 19 Feb 18
       
      I agree with you Mike, but I also feel that parents need to be taught to let their student learn autonomy. Failure is not something bad unless it becomes consistent. Learning from one's mistakes is a lifelong skill that everyone needs to learn. Parents need to learn to let students do their own work and learn from their mistakes.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      What I find interesting with this discussion is the amount of time and scaffolding that needs to occur to help students become effective "assessors" both of themselves and of others. Rees points out in his blog how he spends more time teaching skills than he does content. Frankly, to successfully implement peer and self grading you have to commit to it and devote the time necessary to do it right. Teachers that only intermittently and inconsistently use peer/self assessment are often dissatisfied with the results. The problem is they are getting out of it what they put into it.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • krcouch
      krcouch on 17 Feb 18
       
      I am a huge fan of self assessment and learning what your students know and may be struggling with.
  • Represent a student's progress over time
  • students are involved in developing the assessment process
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • blockerl
      blockerl on 17 Feb 18
       
      Students definitely need to trust each other in order to even begin the process of a peer edit. In my Writer's Studio class, there were a couple students who were writing some very personal memoirs. In order to allow them to do that, I did their first peer edit for them. Students need to feel safe when they are writing. Peer editing for those students came for the next writing.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      It's awesome that you build your relationships with students and your classroom environment that they are able to share those memoirs even with you. I like how you scaffold the peer review process.
    • carlarwall
      carlarwall on 19 Feb 18
       
      This creation of comfort with and between students supports an optimal learning environment for everyone. It will also help each student in feeling like they belong in the classroom.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      A safe environment is crucial for all learners and increases the productivity in the learning curve.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I feel like the environment is something I have in place but I haven't built in the routine.
  • Noteworthy was the fact that none of this sample reported having any previous experiences with academic self-assessment. Not surprisingly, they didn’t value their opinions about their work and saw self-assessment as a vehicle for figuring out the teacher’s expectations.
    • blockerl
      blockerl on 17 Feb 18
       
      We always had to self assess our writing assignments in college, and it was a great time to be reflective of my learning and critical of my work. I need to get better at doing this for my students.
  • Agreed marking criteria
    • dassom
      dassom on 17 Feb 18
       
      By having an agreed criteria like a "checklist" everyone can be a expert in theory. It gives the student a task to complete in something they might not be familar with. Without set criteria your results may also be all over the board.
  • When operating successfully can reduce a lecturer's marking load.
    • dassom
      dassom on 17 Feb 18
       
      This seems like the obvious reason to add this step into the writing process. There some elements that students are going to catch but by adding the peer element they should be able to catch the "big mistakes" before it is turned in.
  • introduce students to the concepts and elements of assessment against specified criteria in the first weeks
  • with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions
    • brarykat
      brarykat on 17 Feb 18
       
      I think this portion of the statement is crucial in facilitating student success with self or peer evaluation.  Assigning students to a partner or small groups and saying now discuss and evaluate is not productive.  Providing clear directives and expected outcomes creates the foundation.  Students then need to take the responsibility to complete the task in order for this to be successful.
  • Address improvement, effort, and achievement
    • brarykat
      brarykat on 17 Feb 18
       
      Test scores were the only way to gauge success when I was earning my college degree.  Years later I was intrigued to learn (during my master's program) portfolios had become an expected assessment in higher education.  Daily struggles. illness, and/or tragedies can impact results of a test.  I think portfolios are effective because they can show improvement, effort, and achievement over time.  Some school districts have portfolios that span the student's academic life K-12.  I think depending on the intent they represent the student better than a letter grade.  
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      Agreed! I even think about the idea of students starting a portfolio in grade school and having it follow them throughout their K-12 education to be given to them as a resume/networking portfolio upon entering the work force or when pursuing programs or further education. I'd rather see someone's portfolio than their score on a test any day.
  • students' progress, processes, and performance over time.
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel like this is so important in so many classrooms but especially in a project-based class. I would be curious to see if Moodle and other LMS has a student portfolio section. I know that Schoology does and I am currently getting it ready to use for next year. Students would be able to put projects into a portfolio for a class and/or throughout their four years with myself in art as a final portfolio.
  • involve students in critical reflection
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel that this is imperative for us to use to keep students thinking out side of the box and really honing in on other people's opinions or ideas.
  • rame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade
    • nickol11
      nickol11 on 17 Feb 18
       
      I completely agree with this aspect and really feel like it is a great habit to get into as a teacher as a mid-critique of self or peer evaluated work.This really just gives an opportunity to really push the student learning even further.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.
    • nickol11
      nickol11 on 17 Feb 18
       
      I can see this being a larger problem if they are using a rubric and the criteria are not well defined or the students have a poor understanding of what/they are doing what they are doing.
    • staudtt
      staudtt on 18 Feb 18
       
      I can see this. Sometimes students just want to have the teachers tell them specifically what they are supposed to do. Is this a product of being in the system and programmed before they get a chance to self assess?
  • Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • brarykat
      brarykat on 17 Feb 18
       
      I applaud Morrison for including this aspect in her article. I think many educators find this to be a challenging issue when implementing peer grading. We can model and facilitate while they are in groups, but disruptive students can unbalance the whole experience.  Willing and productive participants benefit from this form of assessment.  
  • “They cited a lack of motivation and a lack of support for self-assessment among the reasons that ‘we slip.’”
    • brarykat
      brarykat on 18 Feb 18
       
      This makes my educator's heart hurt.  What is happening to our children?  I hear it from my friends with teenagers and "adult-eens", I see it in our students, and weep for parents struggling with younger children… lack of motivation, failure to thrive or even try.  Through discussions with children of all ages I'm disturbed to find many don't want to try because they fear failure.  I'm an intrinsic learner.  My parents had high expectations but also instilled the concept that at the end of the day we are all responsible for our own actions and outcomes.  Slipping is a choice, but I want to continue to be the educator to help students rise above.
  • However this approach runs counter to the principles of individual accountability in group learning….
    • brarykat
      brarykat on 18 Feb 18
       
      I agree. Giving every member in a group the same grade should not be done to make grading easier or take less time for the teacher.  Group work usually produces at least one leader, followers and a few that lag or slack off.  In previous course we discussed ways to help all students be productive, effective members in a group assignment.  I found that information very helpful.  Useful in a classroom setting (face to face or online) as well as with colleagues.
  • this tool is not a constructive venue
    • brarykat
      brarykat on 18 Feb 18
       
      I would hope it is explained to the students if the instructor chooses to use this evaluation.  Emphasze what peers are supposed to be rating group members and themselves can decrease or eliminate negative comments.
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      I agree with the focus on constructive feedback; however, I have been on a huge project in coursework and had one person do nothing the bulk of the time. It was very stressful, and the girl that didn't do the work was sweet and person I knew somewhat well. I didn't have the chance to rate our group using a sample like above. I did eventually say something to the professor. I don't know what happened after that. Modeling is the key!
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      This is also reflected in Hatti's effect size as it pertains to student goal setting.
    • tifinif
      tifinif on 20 Feb 18
       
      Our school is working on this right now. We have a rubric that we are trying to improve on. The specifics are layed out and we can see where we want to go and we know what we have to do to get there. No guessing.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      In the NIET rubric for the Assessment indicator, the language for the "rock star" teacher includes providing support for student portfolios.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can see where the goal setting piece mentioned earlier would work well with students creating and collecting artifacts for their portfolio. The goal they create would support them in determining which items they would put in their portfolio and would help them to see growth in their learning toward their goal over time.
    • tifinif
      tifinif on 20 Feb 18
       
      Love portfolios. With Google a student could save work over their school career and evaluate their writing/art/music...whatever to determine what they have improved on.
  • take part ownership of this process.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      When I taught ELA in middle school, I would spend hours providing feedback. Most would throw it away and not even read it as there wasn't ownership on their end or they just did it for the grade. Google docs has allowed feedback to be more timely and allowed personal ownership as well as feedback from other staff and students. The power is the ownership for the student.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I have had some success having students complete anonymous Google Forms - students felt empowered to be honest and I didn't run into issues with students ganging up on one or being mean.
  • Students will have a tendency to award everyone the same mark.
    • staudtt
      staudtt on 18 Feb 18
       
      This can be a major pitfall, especially if students work or peer assess friends. They don't want to bring down their peer or start and argument with a friend.
  • If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • staudtt
      staudtt on 18 Feb 18
       
      Becoming a facilitator is really the ultimate goal for student based learning. Students gain more ownership of the learning process and hopefully gain better understanding through their increased role in the process.
  • Before this class their self-assessment efforts were “relatively mindless.”
    • staudtt
      staudtt on 18 Feb 18
       
      What this reads like to me is that students need guidance and practice with self assessment before it can be effective or meaningful to them.
  • supports the aim of developing collaboration skills
  • hopelessly naïve to imagine them being able to look at anything beyond the desired grade
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      This bothers me a lot. If we have bare minimum expectations and hopes, then we do we get what we deserve? I understand there are students out there doing just that; however, perhaps those same students need the chance to reflect to see that it is not just about their grade. If students do this more and more often in K-12 world, wouldn't it start to become a part of the college world expectation? Perhaps all education levels need to get together to evaluate how to best attack this systemically!
  • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • anonymous
      anonymous on 19 Feb 18
       
      A student who is an active participant in their learning will develop a deeper understanding of the content and take more pride in their work. Self and peer assessments take that understanding to another level because students have to think about how to provide feedback and explain their thinking to others.
  • Learners have a developed set of communication skills.
    • anonymous
      anonymous on 20 Feb 18
       
      Communications skills are very important in any situation. That is why it is so difficult yet important to start teaching communication skills at an early age. The more self and peer evaluating that students do will only help them develop their communication skills.
  • internalize the characteristics of quality work is by evaluating the work of their peers
    • tifinif
      tifinif on 20 Feb 18
       
      I think this would be a great way for students to reflect on their own work, if comparing the same assignment. It would also spur them to go and edit or re-do some of their work to improve.
  • they need to be taught strategies for self monitoring and self assessment
    • tifinif
      tifinif on 20 Feb 18
       
      I think we all need to learn more of how to be better at monitoring self assessment. What strategies can we give teachers to help them, help students?
  • Engage students in establishing ongoing learning goals and assessing their progress towards those goals
    • tifinif
      tifinif on 20 Feb 18
       
      Using this in data notebooks at our school. kids write the goal and then track thier progress daily/weekly/monthly. It's an easy reminder of what they are working towards.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is an important key in order to allow students to see their growth!
  • students must have a clear understanding of what they are to look for in their peers' work.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree that students need that clear understanding and it is necessary for the teachers to be clear with their expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the hard part about peer assessment - I don't think I have ever done a good job of helping them know how to give feedback.
  • rubrics or checklists to guide their assessments
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Rubrics and checklists can be beneficial for students. In the next sentence it talks about student making their own rubric. I agree with Kim that that increases the DOK level when students create their own rubric.
  • become more comfortable with each other and leads to better peer feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to allow for ample opportunities to provide feedback and teachers need to give feedback to the students' feedback so they know what to improve on. The more they do so the better the peer feedback will be.
  • students step back from the learning process to think about their language learning strategies and their progress as language learners.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is always a strategy to improve student learning when they are aware of their learning. Metacognition is very important in education.
  • broader self-assessment tools
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am curious and will research what are broader self-assessment tools that can be used for students.
  • Link teaching and assessment to learning
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is important for students to understand there is a connection between the learning and assessment. This makes the learning process more effective for the students.
  • Provides more relevant feedback to students as it is generated by their peers.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need relevant feedback to grow in their learning.
  • students assess their own contribution
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Self-reflection is beneficial for all learners young and old. It is good for use to do in life.
  • little exposure to different forms of assessment
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to be aware of this and give the students exposure to different forms of assessment. This also gives more opportunity for self-reflection as was mentioned in the previous article.
  • guidelines were clearly outlined as to how to grade
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I would agree that the guidelines need to be clearly outlined on how to grade the essays. This is crucial for the grader and receiver of the grade.
  • Where credit is not granted.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I don't know if I agree with this one. Credit can be given if the teacher is overseeing the grading and reflective on the assignment too.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need multiple opportunities to grow in this practice to benefit from it.
  • tool I suggest for evaluating the completed team project itself
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am glad to see that the rubric is a tool that is suggested for evaluation of a team project. I would like to see this used and even take it a step further and have the group create the rubric. This would deepen their learning and understanding.
  • student participates
    • emmeyer
      emmeyer on 21 Feb 18
       
      Making sure that the student participates in the portfolio is key to having an effective portfolio. They need to take ownership.
  • rubrics
    • emmeyer
      emmeyer on 21 Feb 18
       
      Using rubrics to asses performance is a great way for students to see where they fall and where they need to go next.
  • aware of their learning
    • emmeyer
      emmeyer on 21 Feb 18
       
      When Students are aware of their learning, they are more aware of how they need to improve and what they need to do.
  • Preparing students for self or peer assessment
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the most important part of this article - creating a culture and routines where this can happen.
  • The Loafers and Others
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this goes back to the last article - this is based on a creating the culture and routines. These issues arise if you don't have those things.
  • the ability to self-assess skills and completed work is important
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this comes from developing a growth mindset and clear expectations and routine.
  • feedback for oneself from oneself
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      This takes a lot of maturity and practice.
  • self-assessment need not necessarily be about self-grading
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      The growth that can come from open minded, honest assessment instead of a focus on grades can be huge. This takes a lot of practice for students who are trained on letter grades.
  • what are we evaluating and why?
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think many teachers don't reflect on this question enough. Assessing is a synonym for grading for most people - and you give grades because it is the end of the chapter or unit and not to provide feedback.
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think every assessment needs these elements - students need to know what to expect and how they are progressing towards those expectations.
benrobison

Article(s): Self- and Peer-Assessment Online - 1 views

moodlesw.aealearningonline.org/...view.php

shared by benrobison on 17 Apr 20 - No Cached
  • •Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
    • lwinter14
      lwinter14 on 17 Apr 20
       
      This is one of the main reasons that I've tried to implement peer assessment in the past. In group projects, I incorporate some form of peer assessment to encourage students to be motivated and contribute to the group. I hate that I use peer assessment as a carrot to get some students to do the work, but I haven't figured out another alternative yet.
  • •Students will have a tendency to award everyone the same mark.
    • lwinter14
      lwinter14 on 17 Apr 20
       
      I have noticed that students will often give the same scores for all group members, even if it was clear during the process of working that not all students participated equally. I think this becomes less of an issue when the students are in groups that don't necessarily include their friends, but can still be hard for students to complete honestly.
  • If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • lwinter14
      lwinter14 on 17 Apr 20
       
      I think this is one of the barriers for teachers to using self or peer assessment in their courses. The main assessments need to be developed ahead of time, and I feel that too often, educators are throwing an assessment together after the instruction has begun. I believe teachers are getting better at this because of UBD and the focus on learning targets, etc. but unless the assessments are ready before starting the unit, it's hard to clearly communicate all of the criteria ahead of time. I see this as a barrier to implementing these types of assessment and a possible explanation as to why we don't see these types as often.
  • ...44 more annotations...
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • lwinter14
      lwinter14 on 17 Apr 20
       
      I wonder if this would work as seamlessly with younger students? So many of my students do the work they need to because they assume it is graded and they worry more about grades and less about the actual pursuit of learning. If I asked my students to complete self-assessments and turn them in (but I'm not grading the self-assessment), I question how many of them would take it seriously and actually turn it in. I wonder if I would have to offer participation points for completing it or not, and not actually assign a grade, in order to entice students to complete it.
    • jnewmanfd
      jnewmanfd on 19 Apr 20
       
      These are real concerns. We have to at some point shift from a culture of grades to a culture of learning. Let's strike against grades. Think about, we all get together and delete infinite campus and shout, "Leaning Before Grades..." :)
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • lwinter14
      lwinter14 on 17 Apr 20
       
      I like the idea of having students assess themselves in terms of their contributions to their groups. Perhaps if they are asked to evaluate themselves, they will really be honest and learn more in the process about how they function as a member of a group. I also like the point about having the student provide examples of how he or she contributed to the group. In my class we emphasize making claims that are supported with evidence and reasoning, and this would provide another avenue in which students get to practice doing so.
  • frame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade. In this paradigm, self-assessment is not the same as self-grading.
    • parkerv
      parkerv on 17 Apr 20
       
      I like this way of framing self-assessment as it involves the students in doing some of the heavy lifting, thinking about their work and how they might improve, which helps them develop skills critical for many careers. The partnership created when student insights are used in conjunction with instructor assessments can lead to a much richer experience and deeper learning for the student.
  • students reported that their ability to self-assess depended on knowing what the teacher expected
    • parkerv
      parkerv on 17 Apr 20
       
      We have read in other articles how important clear expectations are for this process to work and others have stressed the advantages of involving the students in the creation of those expectations via rubrics or checklists. I would hope that student participation in this way would help move students thinking away from just what "teachers" expect to thinking more along the lines of what do "I" or "we" expect.
  • my preferred approach. I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process. The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project. 
    • parkerv
      parkerv on 17 Apr 20
       
      I would probably lean more towards this approach also as it challenges each person to honestly assess their own contributions and forcing them to put it into a percentage makes it more apparent if there is need for improvement. I am not sure "slackers" would be that motivated to change by a low assessment by their peers.
    • jessed44
      jessed44 on 20 Apr 20
       
      At my high school, we are not allowed to give group grades. We must give each student an individual one. This definitely has made me rethink group work. I generally only use it for formative assessment, but I wonder if the grading policies need to be different in an online vs traditional class.
  • The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • parkerv
      parkerv on 18 Apr 20
       
      I align more with the Social Constructivist learning orientation because I do believe students can learn as much if not more by going through the review process then by a final grade. I do not how ever think that it takes the instructor out of the equation. Instead I think the teacher's role changes. It require that teacher's give more guidance and instruction on the front end so that students have the skills and confidence to do self-assessment well. I also think there are benefits in combining self-assessment and teacher assessment.
    • nkrager
      nkrager on 19 Apr 20
       
      I agree with your thinking here for sure! I think students learn so much through the review process and assessing where they are at, making changes, and moving their thinking vs just a final grade. Often times, my students look at a final grade and throw it away (both physically and mentally). They do not process at all how the grade was processed, what they learned, or what they need to do differently. The peer review and self reviews will definitely play a role in learning, along with the teacher feedback and assessment.
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations. A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
    • nkrager
      nkrager on 19 Apr 20
       
      I feel like this is super important no matter which of the methods you might choose to do group grading. The expectations should be clear and direct with the project, and maybe even more so with a group project. When you have to get everyone to work towards the common goal, it should be laid out well. Team/group grades are hard for me because of things already mentioned and I have tended to shy away from them in general. I like the peer reviews but group work is so hard for me to grade to make sure it is "accurate" for all members.
  • The successful use of student self assessment depends on three key elements: Goal setting Guided practice with assessment tools Portfolios
    • nkrager
      nkrager on 19 Apr 20
       
      The 3 key elements make this sound so simple. I really like the ideas behind this but I know that there is a lot of front loading that must be done in order to make this successful in my classroom. I have tried portfolios with classes before but I feel like I will go back to this as it is a natural way in my view to move students through the learning progression. This article has some great reminders in the 3 key points that I will refer back to for next school year.
  • •Students are involved in the process and are encouraged to take part ownership of this process.
    • nkrager
      nkrager on 19 Apr 20
       
      Hopefully if this is set up well and the students buy into this process, they would take the ownership needed to contribute their part to the common goal. Too often students slack off during a group project unless the topic is a high interest level to them. Knowing peer assessments would take place might motivate them to do the necessary work.
  • Students may be reluctant to make judgements regarding their peers.
    • nkrager
      nkrager on 19 Apr 20
       
      I also find this happening as students do not generally want to hurt someone's feelings so they are not comfortable in this situation. It is important to demonstrate how to do this properly and effectively so they can give constructive criticism and know how to handle that on the receiving end.
    • jessed44
      jessed44 on 20 Apr 20
       
      I have done better with having students offer qualitative feedback rather than quantitative.
  • Put simply, we see self-assessment as feedback for oneself from oneself.”
    • jnewmanfd
      jnewmanfd on 19 Apr 20
       
      I think this is the hardest thing. I teach middle school and to be honest, I don't know how productive this would be for my students. I love the idea that students are self reflecting for themselves, but I just have some concerns that it won't work. I almost wonder if cognitively, they aren't ready for that yet. Heck, even as an adult I think this a hard to do at times. I do think that I can begin to move my students in this direction though. Maybe if I was very clear on success criteria and tried some one on one conversations, I could get this to work. I think I would have to really model and scaffold this process. It's like looking into mirror and having a though conversation with yourself. It would be difficult.
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • jessed44
      jessed44 on 20 Apr 20
       
      It is also so important that the teacher model vulnerability and being open to feedback as well. I have also found that making the feedback ungraded helps quite a bit. Students don't tend to like giving each other grades.
  • In addition to checklists and rubrics for specific communication tasks, students can also use broader self-assessment tools to reflect on topics they have studied, skills they have learned, their study habits, and their sense of their overall strengths and weaknesses.
    • jessed44
      jessed44 on 20 Apr 20
       
      This all sounds great, but is this task going to be graded? Many teachers are in buildings in which only the academic standards are assessed. I have many students that would benefit from these types of tasks that would simply skip them while working on an assessment. Sadly, these are often the exact students that need to do them the most.
  • Grading is based on a predetermined process, but most commonly it is an average of the marks awarded by members of the group.
    • jessed44
      jessed44 on 20 Apr 20
       
      We are not allowed to have students give grades to one another, at least any that are binding. This does not mean that students cannot assess one another, and I have found that students tend to be more motivated if they must present/show their work to their peers.
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable.
    • jessed44
      jessed44 on 20 Apr 20
       
      On one hand, it is probably better served in a high school setting to make this either formative or a checklist grade balanced with the teacher grade. That being said, that could harm student motivation for some to take this seriously.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • jessed44
      jessed44 on 20 Apr 20
       
      This makes me ponder if self-assessment needs to be implemented with younger students so it is normalized, valued, and seen as expected for older students
    • nkrager
      nkrager on 22 Apr 20
       
      Yes, this certainly couldn't hurt to start the process earlier! :)
  • The instructor must explain expectations clearly to them before they begin.
    • maryhumke
      maryhumke on 21 Apr 20
       
      It is hard for peers to assist when they are not given specific information
  • One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • maryhumke
      maryhumke on 21 Apr 20
       
      Contracting can be a great way to motivate reluctant students. The structure tells them exactly what the expectations are.
  • Measure each student's achievement while allowing for individual differences between students in a class
    • maryhumke
      maryhumke on 21 Apr 20
       
      Not all students show their achievement in the same way. Great way to individualize
    • mkanost
      mkanost on 22 Apr 20
       
      I also think it's important to show mastery on one topic in multiple assignments.
  • The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student.
    • maryhumke
      maryhumke on 21 Apr 20
       
      Great way to get students involved in their own learning
  • lift the role and status of the student from passive learner to active leaner and assessor
    • anonymous
      anonymous on 21 Apr 20
       
      This is one of the strongest arguments for the use of self and peer assessment, in my opinion. Getting students to think about their learning helps develop them into life-long learners and critical thinkers.
  • Most did not see the larger value of the skill they were developing. Most did not use self-assessment in their other courses.
    • anonymous
      anonymous on 21 Apr 20
       
      I think these findings go to show how important it is to have students doing self-assessment in the early grades so that they go throughout their K-12 education with the training that they are "'supposed to" think about what they are learning and how they are progressing with their learning.
  • peer grading lay in the comments
    • anonymous
      anonymous on 21 Apr 20
       
      I am not surprised to see that the quality of comments was a concern. If you think about the amount of learning we've done in this course alone on how to provide a high quality comment that pushes the learner, it's not surprising to see that students would fall short. I think this is where it is important that the teacher model what feedback looks like and provide scaffolds for those that need it to learn to provide better feedback, as this will help them as well.
  • 6)  Learners have a developed set of communication skills
    • anonymous
      anonymous on 21 Apr 20
       
      I would make an argument for adding a seventh condition: when learners are given the opportunity to make adjustments based on the peer assessment (or peer grading, I suppose, but really I like the concept of peer assessment better than peer grading).
  • clear understanding of what they are to look for in their peers' work.
    • mkanost
      mkanost on 22 Apr 20
       
      What a great way for the students to become experts on a topic. They can also gather ideas from others to use in their assignment.
    • ravelinga
      ravelinga on 24 Apr 20
       
      This is the part of peer to peer assessment that I need to work on next year. I don't do a great job of explaining and teaching my students on how to do peer assessments. I am working on an entire lesson on how to do peer assessment at the beginning of the year.
    • benrobison
      benrobison on 28 Apr 20
       
      I think peer feedback can be an incredibly valuable tool...both to not only help a peer, but also to deepen understanding for the assessor. It can only be quality experience and worth the time if the assessors have clear understandings of what they are looking for!
  • As a group,
    • mkanost
      mkanost on 22 Apr 20
       
      Classic Guided Release Responsibility
  • instructors can use a framework like SMART goals
    • mkanost
      mkanost on 22 Apr 20
       
      I think reflection is also a crucial part of goal setting. With my high schoolers, we are constantly reflecting on our goals and finding ways to improve.
  • Emphasize what students can do
    • mkanost
      mkanost on 22 Apr 20
       
      I like that portfolios include all assignments that students are successful at. This can be a real morale booster for students who don't have confidence.
  • Students can also benefit from using rubrics or checklists to guide their assessments
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      This is beneficial for assessments as well as assignments. Helping students to know what is most important and creating structures for these can help them to apply these structures as they continue to mature.
    • benrobison
      benrobison on 28 Apr 20
       
      I would argue that anytime we give students the rubric up-front, they have more success. I know that rings very true for anything I do/did as a student.
  • tell the story of a student's efforts, progress, and achievement in specific areas
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      This is so powerful! Giving a student the decision-making power to showcase their learning journey helps them to be reflective learners and more aware of what works/what doesn't work for them individually.
  • Represent a student's progress over time
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      I also like to try to capture the students thoughts about their progress over time as well. Whether it is by pairing reflections with work or asking for a summary of the experience, it helps to add the personal narrative to the products in the portfolio.
  • helps them control the classroom better by reinforcing their power and expertis
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      I think there is still a belief that exists out there that the teacher is the expert. Even as an instructional coach, my colleagues looked to me to "know." I viewed my role more as a guide and cognitive coach than a "know-it-all." To me, the power is in empowering others.
  • Prior to submitting the assignment, students used these assessment tools to judge their work.
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      While I like this idea of checklists and rubrics before turning in work, it may still lead to students worrying too much about what the teacher wants and not so much about their learning process. In addition, I have always been a fan of asking students to rate their level of confidence with certain tasks/parts of the assignment. This reflection helps the learner to see patterns in their own learning process and areas where they might want to improve.
  • teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      It is also important to give students practice in evaluating other work to give them more confidence and awareness with the expectations.
  • Rather than assessing whether the student learned from the assignment or not, this method seems geared to identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • kshadlow
      kshadlow on 23 Apr 20
       
      This is a familiar point because that's the main focus of students in group work. To make group work more accepting, we choose to keep this area a focus.
  • I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy.
    • kshadlow
      kshadlow on 23 Apr 20
       
      I struggled with these same thoughts mostly because I chose not to take the time to show students how to evaluate each other. The times I have used it, I gave the criteria and altered it to be easy for the students.
    • ravelinga
      ravelinga on 24 Apr 20
       
      I also struggle with this. I like the idea, but I don't spend enough time teaching and showing my students how to do this. I think next year I will make this a priority and stick with it!
  • Even so, the ability to self-assess skills and completed work is important. Moreover, it is an ability acquired with practice and developed with feedback. It seems like the kind of skill that should be addressed in college. And perhaps there is a way.
    • kshadlow
      kshadlow on 23 Apr 20
       
      I like the idea of self-assessments and truly understand it's benefits. The interesting part is why I didn't utilize them more.
  • •Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
    • kshadlow
      kshadlow on 23 Apr 20
       
      Working with students on a shared outcome makes perfect sense. I have worked with classes before figuring out the shared outcome, but I have not taken to the next step of peer assessing. I like this idea and am excited to try it out.
  • Represent a collaborative approach to assessment
  • •increase student responsibility and autonomy
  • •Encourages student involvement and responsibility.
  • a practice session with it
    • benrobison
      benrobison on 28 Apr 20
       
      In my experience, giving students and exemplar and non-exemplar and assessing them as a group tends to be the most valuable use of time. Students have better understandings of how they should be assessing and giving feedback, AND they have a better understanding of how to correct their own works.
  • peer assessment frequently
    • benrobison
      benrobison on 28 Apr 20
       
      From experience, group work and peer assessment work better the more frequently they are used. If it is out of the norm, it tends to be not very valuable.
  • This kind of practice helps students to be aware of their learning
    • benrobison
      benrobison on 28 Apr 20
       
      I'm guessing this is a lot of front-loading, but the amount of time devoted to this likely decreases significantly over time. This would fit in the dependent - to - independent teaching model!
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