Article(s): Self- and Peer-Assessment Online - 0 views
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no peer ever wrote more than three sentences.
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lizmedina on 31 May 21Indeed, this is a valuable part of peer editing that is oftentimes not properly sued by students and requires much more practice in implementing
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students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
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This is a very difficult task for many of my ELL students, particularly the newcomers
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why?
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It seems that I spend a lot of time in the "why" of assessments and assignments when supporting teachers with struggling learners.
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sample peer evaluation
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higher education institutions
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I don't necessarily think it's a task solely for higher education, but it is one that requires direct teaching and practice.
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provide guidance on how to judge their own and others’ contributions.
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Practice and discussion is so important in helping students have a better grasp of how to evaluate and why
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Students must feel comfortable and trust one another in order to provide honest and constructive feedback
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It is interesting how many times in this course the idea of a supportive "classroom culture" comes up. A positive culture that encourages risk-taking and does not penalize "failure" is very important to getting the most out of self- and peer-assessment.
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students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
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Student goal-setting is something I've not tried in my classroom, but I am intrigued by it. To me it seems this would most successful within a scaffolded structure of teacher-provided "big-picture" goals. The student would then provide some "mini-goals" to work toward.
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they need to be taught strategies
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This is a key statement. Students don't automatically know how to monitor and assess their own learning. It is a skill that can and must be taught.
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Represent a student's progress over time
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This is probably my favorite characteristic of a portfolio -- how they show progress over time. It is instructive and just plain fun to view growth at the end of the course by viewing a portfolio of work. So often, it is difficult to see growth on a day-by-day basis. But when one steps back and takes a long-term view, growth is plainly evident.
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with instructions
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When I have utilized peer-assessment in the 9-12 level, the most success I had is when I gave the group direct instructions and a time limit. For example, I might tell them they have 7 minutes "on-the-clock" to read their partners introduction, followed by 7 minutes of discussion. Then we move on to the next section. This helps the group stay focused and on-task, rather than giving a 40 minute block of time to just "peer-review" and give no other direction.
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In this paradigm, self-assessment is not the same as self-grading. Rather, students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work
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This was my thought when I was reading the last article "Why and When Peer Grading is Effective for online learning." I didn't feel that Peer Grading is the same as Peer Assessment. I like the idea of Peer or Self assessment where they reflect and improve on their learning, but not necessarily be given a grade based on the assessment. I think even as teacher's if we spent more time assessing students without giving a grade, we could get a lot more learning from the students. -
Would self-assessment be seen differently/positively through the eyes of our students if their grades were standards-based instead of points/letter grades?
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Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.” (p. 168)
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I see way too many students try and do this, especially students who feel they must have an A at all cost. They don't want to actually learn the material, they just want to know what they have to do. I see where this has lead to students taking less risk and less thinking for themselves trying to problem solve how to do something on their own.
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When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally
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Checking work, revising it and reflecting on it seems to always go hand and hand with writing. I've always wondered and even tried to dabbled with a way to do revisions in math courses without just having the students "redo" a problem to get the right answer. Unfortunately, in my attempts, I get just that. I can't get the students to necessarily reflect on what they did wrong, but rather another attempt at getting the correct answer.
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One way to make sure students understand this type of evaluation is to give students a practice session with it
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This is something that I definitely need to get better at is practicing with my students what I expect them to do. I need to do a better job at modeling and giving examples of expectations for things like peer assessing, self assessing and even examples of proficient work.
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For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
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Relationship building within the classroom beyond just between teacher and student would be so crucial here! The community dynamic would need to be on point.
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•Encourages student involvement and responsibility.
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This is a goal area for me. How do I use self reflection in a way that feels like time well spent to the student and myself so the student can also fell a sense of ownership and total control of their outcome?
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When learners are at a similar skill level.
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This is a huge concern specifically for this year. It is very obvious at all grade levels in the Cedar Falls Virtual Campus that the skill sets for our students are either very high or very low. The middle ground is all but gone which makes this method of assessing very challenging.
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They also recommend that 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.
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Have strong example work is another area I am working on. My curriculum is still very new and has had a lot of interruptions from outside issues which has meant priority has not been placed on building a strong set of examples.
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I barely touched on the use of rubrics, which is the tool I suggest for evaluating the completed team project itself.
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Considering the high level of emotion that can occur with group projects, I could never imagine assigning a group task without a solid rubric. The subjective nature of a group project means I need solid expectations in order to clarify any grey area as well as hold students responsible who do not meet those expectations.
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•increase student responsibility and autonomy •strive for a more advanced and deeper understanding of the subject matter, skills and processes •lift the role and status of the student from passive learner to active leaner and assessor
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Who (meaning teachers) wouldn't want this? I have tried self-assessment with upperclassmen with some success...the success rate drops dramatically when I implement self-assessment in my Biology classes. I must not be implementing it well...or waiting too long to implement it.
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Most did not see the larger value of the skill they were developing. Most did not use self-assessment in their other courses.
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If we know self-assessment is powerful, why are so many teachers not doing it?
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“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,”
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In the 'Self-Assessment Does Not Mean Self-Grading' article, it stated that most students in the study didn't perform self-assessments in their other classes...even though we know self-assessment creates deeper learning, independence, critical thinking, and several more positives that teachers hope for. This statement reminds me why self-assessment doesn't exist in most secondary classrooms...it's a control-thing.
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When learners are mature, self-directed and motivated
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This is why I have rarely implemented peer review in my Biology classroom. I've seen it work perfectly within an AP classroom...but it doesn't go over well with my at-risk population of sophomore students.
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Advantages:
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There is a lot front-loading that needs to happen for students to do this effectively.
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Students may have little exposure to different forms of assessment and so may lack the necessary skills and judgements to effectively manage self and peer assessments.
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After years of students being told what their grade is, this can be a huge shift, especially for older students.
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I agree with this. You need to explicitly teach students how to be helpful peer evaluators and effective at self-assssment.
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Students that fell into this group were physically and cognitively lazy, not contributing to the process as required.
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I would say another challenge with collaborative work is that if group work builds onto the work of the others, if that work isn't completed, it becomes stagnant.
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with an eye for improvement.
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student’s grade
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I would imagine this would be a separate grade than the grade for the work, correct?
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At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay.
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I used to use a lot of checklists and feedback stems for peer evaluation. I found that these helped to make the quality of the feedback that students gave to one another better.
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For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
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I have mixed feelings about contracts. They can be useful for motivating students, but they reinforce this "points race" mentality that some students have rather than having students focus on mastery.
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Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
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I do really like portfolios because they require a lot of reflection from students. Students really have to have mastered content at a really deep level so they know whether or not their work is a great example of the mastery of a standard or concept.
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6) Learners have a developed set of communication skills.
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It is important to equip students with a checklist and some sentence frames/stems for them to give effective/useful feedback.
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