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.

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.

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.

As an instructional coach, this is a step that I frequently saw teacher's skip when they asked students to to self- and peer-feedback. Teachers assumed students knew how to give high quality feedback then were frustrated with the responses with students gave, often coming to the conclusion that self- and peer-feedback were a waste of time because the feedback lacked quality.

Yes, a well-written rubric can help with consistency and accuracy. In a situation where multiple teachers are teaching the same course, it is also important that those teachers work to ensure inter-rater reliability to ensure that the rubric is being applied consistently and accurately across courses.

This goes back to my comment above about how sometimes rubrics can be too overwhelming for students who lack enough understanding or skills to comprehend the rubric, causing them to shut down.

While I see the merits to weighted dimensions (particularly that it helps students to see what is most important in the rubric), I also think that adding point values for each dimension puts the emphasis of the feedback provided as a grade rather than the emphasis of the rubric being the feedback in the dimension that helps the student know how to improve.

This reminds me of self-reported grading. Hattie says self-reported grading has an effect size of 1.33 but it seems that it is rare for teachers to actually use it.

This article focused solely on formal assessment, but I also think it is important to discuss the role and value of informal assessment opportunities and how powerful immediate feedback based on informal assessment can be in a F2F setting.

One of the easiest ways to ensure that students respond to feedback is to design opportunities that require them to engage with the feedback and do something with the feedback, but this is frequently dismissed due to the quantity of standards and learning required of students at each grade level. Many teachers feel like they need to prioritize "covering" all the standards over students truly engaging in their learning.

This is something that I really like about Moodle. Students have the ability to interact with content, with each other, and with the teacher.

We are meeting this criteria as we take this class.

Having an online presence really makes this possible because you can easily increase the resources and materials available to students. For instance, on my Google site, I have links to other resources where students can go for help if they do not understand a concept, such as the textbook site, writing skills sites, and study skills sites.

All four of these are very important, but I have to say that my course currently lacks each of these. I'm wondering if since my course is partially online and partially in person if all of these are necessary to have in the online component, or if it counts as long as it is covered at one point, whether it be online or in person.