Article(s): Self- and Peer-Assessment Online - 1 views
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Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term.
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Nicole Wood on 07 Oct 14I definitely feel that peer assessment can be powerful, but only if students are taught the process and given opportunities to practice with teacher guidance. Student comfort level and trust in their group are also key. I think it takes the teacher carefully considering personalities and ability-level while also supporting teams to establish these groups. I also like the idea of students staying with the same team all year to help establish this comfort level. I would be interested to see different models of what peer assessment looks like in primary grades.
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In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
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I do believe that goal setting is motivational for students. I found even in the primary grades students took more ownership in their learning when they set their own goals. They often needed support with forming SMART goals, but the idea came from them and they felt confident talking about their goal.
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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 to evaluate the work
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I found students frequently put more effort into their work when they knew they would be self-assessing. By providing them with the rubric or criteria that I would be evaluating their work with and having them complete it first, they were much more focused on the quality of their work. In the primary grades, it could be as simple as a check list with pictures to prompt them for what to look for in their work. It also opened the door for discussions on their work because I could ask them how they came up with their marks.
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The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
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The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project.
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I really like the idea of self-evaluation, especially for adult courses. I often feel that adults typically are truthful about their level of contribution. If the evaluation form or reflection is phrased well, it can also lead the adults to be more honest about what they actually contributed to the group project. Self reflecting also can help them change their future behavior within group projects.
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