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Article(s): Self- and Peer-Assessment Online - 0 views

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shared by Jennifer Riedemann on 12 Feb 14 - No Cached

having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
- Sally Rigeman on 13 Feb 14
  
  There can be benefits and disadvantages to keeping students in the same group. Especially with younger students, they may want to "group shop" if they develop a disliking to one or more group members. If the groupings are short term, it's easier for students to understand they need to learn to work with all types of people.
  
  <div class="cArrow"> </div><div class="cContentInner">There can be benefits and disadvantages to keeping students in the same group. Especially with younger students, they may want to "group shop" if they develop a disliking to one or more group members. If the groupings are short term, it's easier for students to understand they need to learn to work with all types of people.</div>
  
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Students feel ill equipped to undertake the assessment.
- Sally Rigeman on 13 Feb 14
  
  If students have never experienced self- or peer assessment until college, they are "ill-equipped to undertake assessment" and do it well. The same teacher/instructor strategies apply. It's probably less likely it will be well-received.
  
  <div class="cArrow"> </div><div class="cContentInner">If students have never experienced self- or peer assessment until college, they are "ill-equipped to undertake assessment" and do it well. The same teacher/instructor strategies apply. It's probably less likely it will be well-received.</div>
  
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for every subsequent essay I received number grades with no comments from a minimum of two peers and as many as four…
- Sally Rigeman on 13 Feb 14
  
  Hattie calls this "corrective feedback". Like a checkmark or "OK" it has no value in improving student learning.
  
  <div class="cArrow"> </div><div class="cContentInner">Hattie calls this "corrective feedback". Like a checkmark or "OK" it has no value in improving student learning.</div>
  
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...7 more annotations...
One example is outlined in Lu & Bol’s paper I quoted earlier, which is the phenomenon of social loafing or hide-in-the crowd behaviours associated with anonymity. Students that fell into this group were physically and cognitively lazy, not contributing to the process as required.
- Sally Rigeman on 13 Feb 14
  
  An issue with MOOCs.
  
  <div class="cArrow"> </div><div class="cContentInner">An issue with MOOCs.</div>
  
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when the learning environment cannot provide the conditions as mentioned above
- Sally Rigeman on 13 Feb 14
  
  Another issue with "MASSIVELY Open Online Courses".
  
  <div class="cArrow"> </div><div class="cContentInner">Another issue with "MASSIVELY Open Online Courses".</div>
  
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MOOCs that are not for credit
- Sally Rigeman on 13 Feb 14
  
  Lowered expectations? Less vested interest?
  
  <div class="cArrow"> </div><div class="cContentInner">Lowered expectations? Less vested interest?</div>
  
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“The difference between self-assessment and giving the teacher what he or she wants was a recurring theme.
- Sally Rigeman on 13 Feb 14
  
  The recurring theme results from college students' experiences. They are accustomed to course syllabi and a lack of instructor transparency.
  
  <div class="cArrow"> </div><div class="cContentInner">The recurring theme results from college students' experiences. They are accustomed to course syllabi and a lack of instructor transparency.</div>
  
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careful self-assessment
- Sally Rigeman on 13 Feb 14
  
  Attention to detail.
  
  <div class="cArrow"> </div><div class="cContentInner">Attention to detail.</div>
  
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I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy.
- Sally Rigeman on 13 Feb 14
  
  Having tried peer reviews in triad groups with a university class of non-traditional students, I can attest to the fact that scoring members of the group can devolve into personality clashes.
  
  <div class="cArrow"> </div><div class="cContentInner">Having tried peer reviews in triad groups with a university class of non-traditional students, I can attest to the fact that scoring members of the group can devolve into personality clashes.</div>
  
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‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive
- Sally Rigeman on 13 Feb 14
  
  It promotes successful life-long learning.
  
  <div class="cArrow"> </div><div class="cContentInner">It promotes successful life-long learning.</div>
  
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ollie_4: Article: Attributes from Effective Formative Assessment (CCSSO) - 4 views

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shared by Jennifer Riedemann on 30 Jan 13 - No Cached

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ollie_4: Building A Better Mousetrap: The Rubric Debate - 0 views

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shared by Jamie Van Horn on 29 Jan 14 - No Cached

“Meaningfully” here means both consistently and accurately
- Sally Rigeman on 29 Jan 14
  
  If a rubric is well-designed, it shouldn't matter who scores a student's project/task. The task score should be consistent (inter-rater reliability), even in large-scale scoring (e.g., national AP exam scoring process).
  
  <div class="cArrow"> </div><div class="cContentInner">If a rubric is well-designed, it shouldn't matter who scores a student's project/task. The task score should be consistent (inter-rater reliability), even in large-scale scoring (e.g., national AP exam scoring process).</div>
  
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Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
- Sally Rigeman on 29 Jan 14
  
  For a review of habits of mind, see Edwards & Costa, "Habits of Success" in ASCD's ED Leadership, Apr 2012 issue - "College, Careers, Citizenship".
  
  <div class="cArrow"> </div><div class="cContentInner">For a review of habits of mind, see Edwards & Costa, "Habits of Success" in ASCD's ED Leadership, Apr 2012 issue - "College, Careers, Citizenship".</div>
  
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Rubrics can be designed to measure either product or process or both
- Sally Rigeman on 29 Jan 14
  
  The big AHA!
  
  <div class="cArrow"> </div><div class="cContentInner">The big AHA!</div>
  
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- Sally Rigeman on 29 Jan 14
  
  Rubrics are not just about writing.
  
  <div class="cArrow"> </div><div class="cContentInner">Rubrics are not just about writing.</div>
  
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...2 more annotations...
students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
- Sally Rigeman on 29 Jan 14
  
  Habit #6 - "Successful students strive for accuracy and precision". An especially important skill for STEM students (showing my bias here).
  
  <div class="cArrow"> </div><div class="cContentInner">Habit #6 - "Successful students strive for accuracy and precision". An especially important skill for STEM students (showing my bias here).</div>
  
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the fundamental focus of assessment is always to promote learning
- Sally Rigeman on 29 Jan 14
  
  AHA #2!
  
  <div class="cArrow"> </div><div class="cContentInner">AHA #2!</div>
  
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ollie_4: Educational Leadership: The Quest for Quality--article - 5 views

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shared by Jamie Van Horn on 16 Jan 13 - No Cached

You can improve it by explaining why you think that will happen
- Sally Rigeman on 24 Jan 14
  
  Better - ask the student, "How could this statement be more complete? Are you missing something in this component of the rubric?
  
  <div class="cArrow"> </div><div class="cContentInner">Better - ask the student, "How could this statement be more complete? Are you missing something in this component of the rubric?</div>
  
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effective feedback
- Sally Rigeman on 24 Jan 14
  
  Resource: "The Power of Feedback" by John Hattie & Helen Timperley (2007) in Review of Educational Research.
  
  <div class="cArrow"> </div><div class="cContentInner">Resource: "The Power of Feedback" by John Hattie & Helen Timperley (2007) in Review of Educational Research.</div>
  
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