Article(s): Self- and Peer-Assessment Online - 1 views
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•Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
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lwinter14 on 17 Apr 20This 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.
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•Students will have a tendency to award everyone the same mark.
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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.
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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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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.
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They were required to submit their self-assessments with the completed work, but their assessments were not graded.
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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.
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‘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.
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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.
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