Article(s): Self- and Peer-Assessment Online - 1 views
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For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
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Barbara Day on 01 Jun 16This key no matter what the age of the student. If it's not a safe environment, no one will take the risk to put themselves out there. It is important that honesty, kindness and respect are the standard.
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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.
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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. 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. Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
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It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
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The break down in peer grading occurs when the learning environment cannot provide the conditions as mentioned above. 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.
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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
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Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
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As this work illustrates, self-assessment need not necessarily be about self-grading. 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.