This is a good point that I need to reflect on. I have had students in high school class and adult students in PD complete a self reflection. Partially, to easy my work load as they gave a first look at thier work that allowed me to confirm or deny the grade they gave themselves. Seeing this more of an opportunity to grow and improve is more important than selfishly easying my grading work load.

This is a great point to include. Depending on the criteria of grading, I personally would appear to be in the "loafers" groups when I feel I am lacking the skills to provide peer feedback. Grouping students based off of some assessment of skills may make this process a little easier. In a MOOC, I can definately see the challenges as motivation is different amongst participants. Also, is peer grading part of the outcomes and skills attained within the course, or a way to easy the work load of the instructor? What is the motivation of the peer grading in the first place?

I still am not sold on this as the preferred approach. I have found that a team grade, individual grade for completing their part, and a self evaluation works well with high school students. This takes some of the pressure off of the student who would end up doing it all. I may take away a team grade all together depedning on the assignment. I want to encourage collaboration but hold individuals accountable for their assigned tasks within a project.

I see a disconnect in utilization of formative assessment data to adjust instruction in elementary compared to secondary classrooms. K-5 teachers seem to be more knowledgable and willing to change instruction where secondary teachers struggle. Perhaps it's the number of students or race against the curriculum map, but I have observed that formative assessment data may come back showing poor understanding, but teachers keep moving forward.

As I read this example I think about how this activity could be put online. You could easily to a screencast or Flipgrid "think-a-loud" to explain thinking and meet the criteria of the teacher. This could be done individually or in a small group.

I think this is a missed opportunity in classes. It is important to build in time to reflect, becuase students may not review this on their own. I thinking it's equally important to model what self reflection looks like and how it can be used to improve outcomes. It's just another layer of scaffolding.

This is a great reminder. I know I have failed in the past with having too much on a rubric or too little. Being focused on the vital aspects of the assignment will prevent you from assessing parts that are not important. This will also help students know what the criteria is without worrying about the fluff.

Wow, rubrics are really challenging to create. In the assess this assignment I started off way to high and would not be in a student zone of proximal development. How does a teacher know thijavascript:void(0)s. I am assuming rubrics that are aligned with grade level standards would be appropriate but I now feel like i need to take a look at more examples. This could be a Con if the rubric creator does not understand this idea.

I once heard a speaker say that "rubrics make cooks and we should strive to make chefs." His statement refered to that fact that students simply follow the recipe to complete the task rather than using their own thinking and knowledge to create a product. I think there are rubrics that can do both, but I can also see that this is a concern.

I have seen this done throughout a unit of student with a Red Light, Yellow Light, Green Light rating for students to self assess their percieved understading of a learning target. This self assessment was revisited frequently and used to drive student to specific learning activities that they needed to work on.

One dilema that teacher face is the factor of time which we all know. I have worked with teacher who have over 200 students in their classes and often default to a selected response assessment item even when a performance based would be more appropriate. It is challenging to assess and provide feedback in timely manner with this many students. This is not an excuse, but a barrier that needs to be explored.

I would also suggest to make non correct answers plausible and avoid answers that are glaringly impossible. If student select the incorrect answer then teachers could be able to identify misconceptions from an item analysis.