Article(s): Self- and Peer-Assessment Online - 1 views
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The instructor must explain expectations clearly to them before they begin.
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Travis Wilkins on 03 Oct 14While this seems obvious and upfront, I can recall some experiences in my undergraduate work where we were expected to complete a peer assessment and this was not at all clear. It left our conversations to be very dull and not meaningful. We focused on very superficial things and tried not to say things that would hurt the other's feelings. If the expectations had been clear it would have made the process much more meaningful.
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Portfolios
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I see more and more reference to portfolios as students and schools move toward a 1:1 computing environment. However, often I find that the purpose has not been clearly articulated, and the portfolio essentially becomes a collection of student work similar to the scrapbook that my mother made of my school work while growing up. Placing the focus of the portfolio on either a self assessment of the process or product helps to provide a context and purpose for the practice.
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• Encourages students to reflect on their role and contribution to the process of the group work
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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,” supports a cognitive and instructor-focused learning orientation.
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Unfortunately, this statement rings very true in my personal experience. The focus of the professors often seems to be to protect their standing as the expert and power holder. I often wonder if the constructivist centered work that is starting to take place in our K-12 institutions is impacting what is happening at the next level.
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There are many options still to be explored. Time will tell.
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critically review their own work with an eye for improvement.