Article(s): Self- and Peer-Assessment Online - 2 views
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Represent a student's progress over time
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jbuerman on 21 Aug 20I think this would be a great way for students to collect information throughout their school career to show what they've learned and to see how far they've come. Now with digital tools, students could create a digital portfolio to showcase their work for every grade/class. -
erinlullmann on 29 Aug 20I think this is a great idea! -
susanbrown87 on 30 Aug 20This was talked about in our school when we went 1-1. The important part that was missed is it was more of summative work included than the progress made by students. This is somewhat defeating to the purpose.
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taught strategies for self monitoring and self assessment
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This is definitely something that needs to be taught and students need to understand what it's being used for. Those that see the importance of self-monitoring are students that excel in their learning!
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Students may be reluctant to make judgements regarding their peers.
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Using anonymous digital tools could make this a little less intimidating for students.
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Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant
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Showing these different pieces of work is critical to helping the students be able to judge their own work. We are often our own worst critics and sometimes need to recognize that we are doing things the right way!
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I agree. Have you ever heard of the strategy "My Favorite No"? I'm thinking that it might be getting toward the self-and peer-assessment avenue. The teacher selects a student's assignment that has an error - but she refers to it as her "favorite error" because it will help us all learn. Then she shares that student's work (anonymously). The entire class gives feedback on the error and how to fix it as well as discusses why the teacher chose this error to showcase. This strategy creates an environment in which students are taught that mistakes are learning opportunities. It also helps students be more reflective of their work.
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a team grade AND a grade allocated for the peer evaluation
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I think this is a great idea - especially in online learning. For small group work, having students rate their team as well as each other based on their work will be a good idea since the teacher will not be "present" in every second of the group meetings. (I'm thinking of breakout rooms on Zoom or students meeting in small groups outside of class time)
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•Students feel ill equipped to undertake the assessment.
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It is important to be able to reflect on your own work to learn and make improvements. How do we teach these skills to students?
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students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
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I know there are students in my school district that fall into this group. They may want to actively participate, but don't have the skills. I think this is when it is VERY important to scaffold the task, so students can learn the process in small steps.
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I agree. Giving students specific things to look for and trespond to as Evan has in our class would be very helpful and give students more direction in evaluating.
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Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it
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I think this happens a lot when we ask students to complete a self-assessment. It is difficult for anyone to think of self-assessment as a tool to learn and make the work better, rather than a method to "grade" the work.
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Overall this assignment works well, though perhaps a contributing factor to its success, is thesize of the groups which are usually limited to 4 participants, and often are as small as 3 team members.
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This method seems like it would help an instructor manage or facilitate lots of students in a large online course. Assigning them small groups, monitoring the groups, and providing feedback to a limited number of participants at a time would help me (the instructor) provide more effective feedback.
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•Provides more relevant feedback to students as it is generated by their peers.
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I agree that students like to hear the ideas and feedback from their peers. However, the feedback must be relevant and useful. This means we also have to teach students how provide effective feedback. This takes more time to plan and more class time to teach...
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•increase student responsibility and autonomy
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I find these tricky skills to instill in my 4th graders. For some students the maturity level is not there to master this. Other students have not been asked to take on responsibility outside of school. -
At what age can peer and self assessments be done with a level of success? Is this feasible in elementary school?
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•lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
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Active learners are so much more invested in their learning. It is an awesome thing to see.
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•Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
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Expectations must be very clear and well laid out or this process is painful for all.
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•When operating successfully can reduce a lecturer's marking load.
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•The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
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At the 4th grade level I would not use peer assessment as part of a students grade. 4th grade is a good starting point for teaching students how to peer assess and how to use that feedback to improve their work.
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•Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
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I struggle with laying out the process well so students do not become frustrated with it.
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students must have a clear understanding of what they are to look for in their peers' work
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This statement resonated with me because often times I hear teachers express concerns about peer assessment because students won't know how to give good feedback. It all comes back to whether or not students have a clear understanding of the expectations - the model. If students truly understand what is expected - and they value the project - they will be able to give quality feedback to each other.
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For peer evaluation to work effectively, the learning environment in the classroom must be supportive
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Group work can be more successful when students are involved in developing the assessment process
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They also recommend that teachers share expectations for assignments and define quality
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I believe John Hattie would call these expectations/definitions of quality "success criteria."
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There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
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I often said to my former 5th graders, "Check your work before you turn your assignment in." or "Go back and check your work." The students would simply look at their paper for a few more seconds and then try to turn it in again. I used to get so frustrated. What I didn't realize back then was that the students didn't know how to check their work. I needed to explicitly teach them what that looks like as well as what they should be checking for. Did they even know the success criteria? Did I give them any expectations for quality?
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by viewing each groups’ discussion board within the LMS. In cases with a non-participating group member, he intervenes with an email to the student.
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This would be an example of how an online course would be easier to do this than with a face-to-face course. The idea that as the teacher you could look over the group discussions via the LMS and have a clear undrstanding of the participation of all group memebers is something that you wouldn't have in an oral discussion via a face-to-face setting. It is also one of the most common issues with group work - what if one of the members isn't doing anything?
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Self evaluation and team grade.
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Would there ever need to be a situation in which you utilized all three assessments of group work - peer, self, and team?
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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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The whole point is to increase collaboration. Students need to realize the importance of this. Forcing them to see if they are a contributing team member which is greatly valued in the workforce.
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The instructor must explain expectations clearly to them before they begin.
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I see this all to often being neglected. Whether it is overlooked, taken for granted or for high school and college students teachers think it has been taught before. In order to be effective this has to happen from each instructor.
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•Encourages student involvement and responsibility
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Anytime we can encourage the students to be more responsible for their own learning is a plus. When students self assess they can take control of their learning. This would need to be modeled to be effective.
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