Anonymous

OER4Schools/Peer and self-assessment: Difference between revisions

From OER in Education

OER4Schools/Peer and self-assessment (view source)

Revision as of 09:55, 10 June 2014

79 bytes added ,  11 years ago
m
→‎Practice using peer and self-assessment: Fixed list.
 
(56 intermediate revisions by 5 users not shown)
Line 1: Line 1:
{{OER4S}}
{{OER4S
 
|title={{Get session title}}
= Review of Classwork and Homework activities =
|session=4.4
 
{{activity|Individual Work}} Update the assessment inventory that you started in session 4.1 (use the template [[File:My assessment inventory.doc]]). Add the date in the fourth row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used yourself''' and not the measures that you know of but have not tried.
 
{{ednote|text=
As this activity is repeated every week, avoid spending more than 4-5 minutes on it. Ask participants to start filling up the inventory as soon as they arrive for the workshop if there is any waiting time for everybody to get together.
}}
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}


* '''peer and self-assessment''' as AfL methods that promote independent learning, communication and support in the classroom
* combining the use of two self-assessment measures - inventory and traffic lights
* strategies for peer and self-assessment such as two stars and a wish/thinking hats/checklist


{{activity|Individual work}}
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
Working on your own, fill out the table below to indicate quickly what kind of formative feedback you have given to your students in your lessons in the past week. First, record whether you gave this feedback by answering ‘yes’ or ‘no’. If your answer is ‘yes’ then write the topic of the lesson. After that answer ‘yes’, ‘no’ or ‘not sure’ for whether it was easy to do and whether it was helpful for your students’ learning.


<div style="margin: 10px">
* give examples of how you could use inventory and traffic lights in the classroom
{| border=1
* read about peer and self-assessment and formulate your ideas during discussion
| | Type of Formative Feedback
* peer assess each others homework
| | Did you give this feedback?
* role play peer assessment between students working at different paces
| | Topic?
* try out some strategies for peer and self-assessment in the classroom
| | Easy to do?
| | Helpful for learning?


|-
|ict=In this session you will continue consolidating the ICT skills
| | 1.Provide whole-class oral formative feedback.
you have learnt so far, and apply them in the classroom. You will be
| |
able to apply AfL techniques in conjunction with ICT classroom use as
| |
well.
| |
}}
| |
 
|-
| | 2. Provide different formative feedback to two students (one performing well and the other struggling).
| |
| |
| |
| |
 
|-
| | 3. Provide written formative feedback to students or individual student.
| |
| |
| |
| |


|}
</div>
{{activity|Whole group discussion}} As a group, discuss the following questions:
* Which type of formative feedback did you find most challenging to give to your students? Why do you think so?
* How did the two students (one performing well and the other struggling) respond to your formative feedback? Why?
* Which type of formative feedback was most helpful for your students? In what way(s) has it been helpful for your students?
{{ednote|text=
Highlight to the teachers that for formative feedback to work, they must first believe that success in learning is dependent on students’ effort in trying to get better at what they are doing. That is the whole point of formative feedback. After this, it is important to practise formative feedback using appropriate words to encourage the students.


The teachers may come to realise that the words that they use in their feedback may sometimes be very discouraging for the students (especially if they have previously been labelled as slow learners). The teachers should be sensitive to how well the students are responding to their feedbacks.Teachers need to believe that given time and using formative feedback regularly, ALL students are capable of learning much better.
= {{name for review of follow up}} =
}}


* Did you make use of the Open Office Impress application to order images for any of your lessons last week? For which topic did you use it? Did you find it useful for AfL i.e. were you able to identify students who need less/more support for the sequencing topic? Describe the support that you provided especially in relation to formative feedback.
{{review of follow up}}
* Did you face any issues with technology, with finding appropriate pictures or with carrying out the activity, while using OpenOffice Impress. How did you resolve them? Discuss any unresolved issues issues with your peers.


= Objectives for this session =
[[Image:oer4s Agness fun maths 1.jpg|thumb|300px]]
[[Image:oer4s Agness fun maths 1.jpg|thumb|300px]]
* Combining use of two self-assessment measures - inventory and traffic lights
* Understanding peer and self-assessment
* Learning to use strategies for peer and self-assessment
= Activity One: Use of inventory and traffic lights for self-assessment =


= Use of inventory and traffic lights for self-assessment =


{{activity|Use of traffic lights}} Inventory and Traffic Lights are both self-assessment measures. You have learned the use of both these measures during the sessions in Unit 4. Using the traffic light cards that you have available at your school (or whatever equivalent you are using), show your comfort level with use of these two measures. For this exercise, the different colours of the traffic lights are as follows:
{{activity|otr|: Use of traffic lights.|5}} Inventory and Traffic Lights are both self-assessment measures. You have learned the use of both these measures during the sessions in Unit 4. Using the traffic light cards that you have available at your school (or whatever equivalent you are using), show your comfort level with use of these two measures. For this exercise, the different colours of the traffic lights are as follows:
* '''RED''' means “I’m not confident about using the two measures for self-assessment.”
* '''RED''' means “I’m not confident about using the two measures for self-assessment.”
* '''ORANGE''' means “I’m not quite sure about using the two measures for self-assessment. I need a little more clarification.”''
* '''ORANGE''' means “I’m not quite sure about using the two measures for self-assessment. I need a little more clarification.”''
* '''GREEN''' means “I understand fully how to use the two measures for self-assessment.”
* '''GREEN''' means “I understand fully how to use the two measures for self-assessment.”


{{activity|Whole group discussion}} Discuss your experiences of using these measures by reflecting on the questions below:
{{activity|wcd|: Whole group discussion on traffic lights.|10}} Discuss your experiences of using these measures by reflecting on the questions below:
* What are the advantages of using inventory as a self-assessment measure?
* What are the advantages of using inventory as a self-assessment measure?
* Do you think it can be useful for your own students? Why/Why not?
* Do you think it can be useful for your own students? Why/Why not?
Line 82: Line 47:
* What could be the problems in carrying out any or both of the self-assessment measures? How will you resolve them?
* What could be the problems in carrying out any or both of the self-assessment measures? How will you resolve them?


= Activity Two: Video watching on peer and self assessment =
= Video watching on peer and self assessment =
{{activity|Background reading}} Read the following text that is summarised from the Afl Guidance notes ([[OER4Schools/4.4 Peer and self-assessment/background reading|here]] or see below):
 
{{activity|ia| Background reading.|5}} Peer and self-assessment is another AfL strategy that ‘promotes independent learning, communication and support in the classroom.’ (Afl Guidance, p 26).  Read the following text that is summarised from the Afl Guidance notes ([[OER4Schools/4.4 Peer and self-assessment/background reading|here]] or see below) You can also listen to the first part of the text:


{{oinc|OER4Schools/4.4 Peer and self-assessment/background reading}}
'''Abel - AfL background text''':
{{: Video/Abel - AfL background text.mp3 }}
 
{{background| text=
'''Peer and Self-Assessment''' 
 
Evidence shows that students can learn to be skilled assessors whose feedback and grades are valid and reliable. Peer assessment and self-assessment are much more than learners simply marking their own or each other’s work. To improve learning, self-assessment must engage learners with the quality of their work and help them reflect on how to improve it. Peers can provide valuable feedback so that learners can learn from and support each other. (Assessment Reform Group, 2002)
 
Peer and self-assessment are useful for classes in which the student-teacher ratio is high. The practical constraints of the teacher’s time within these classes imply that it is difficult for the teachers to give quality feedback to each pupil. In such cases peer and self-assessment help to give every student indications about how their learning can progress.


{{activity|Video watching}} Now watch two clips on peer assessment:
{{video|src=yxcL0g0ikrU|name=Primary_peer_assessment.mp4|title=Primary peer assessment from Teachers TV (play full)
|duration=01:45
}}
}}


{{video|src=R1wDooiTEg4
 
|name=Secondary_Peer_Assessment_clip.mp4|title=Secondary Peer Assessment (clip)
 
|duration=01:08
{{background| text=
 
 
Peer and self-assessment are also useful because they:
* help students develop valuable skills of making and defending judgements
* considerably increase the amount of feedback which students receive on their work, thus increasing motivation
* create a classroom environment in which students take responsibility for their own learning
* engage students in constructive work independently, thereby allowing teachers to help students who need more support
* can be less intimidating than a teacher’s critical comments (when not given using sensitive language)
 
Two popular means of peer and self-assessment are:
* encouraging students to give formative feedback based on success criteria. These are mainly qualitative in nature and involve looking for evidence for each success criteria in student’s work
* deciding a marking scheme on the basis of which students can give marks to each other. For example, every step of a mathematics problem can carry specific marks, which students can use to assess each other summatively
 
In this session we focus on the first method of qualitative assessment and feedback.
 
 
Assessment Reform Group, (2002), Assessment for learning: 10 principles (London, Assessment Reform Group).
 
 
}}
}}


{{activity|Whole group discussion}} Suggested questions for reflection on both videos:
{{activity|otr|: Watch video clips on peer assessment.|5}} Now watch two clips on peer assessment, and be prepared to discuss the following questions afterwards:
* What is your understanding of the usefulness of peer and self-assessment?
* What is your understanding of the usefulness of peer and self-assessment?
* In the videos you have seen both primary and secondary school students assessing each other's work. What preparation do you think the teacher has done before giving the peer assessment task to the students?
* In the videos you have seen both primary and secondary school students assessing each other's work. What preparation do you think the teacher has done before giving the peer assessment task to the students?
* How can you implement peer assessment in your classrooms?
* How can you implement peer assessment in your classrooms?
* What issues do you think you will have to deal with implementing peer assessment? Discuss how you will resolve these issues? (some issues could be: student readiness for both giving and receiving feedback, availability of coloured pens (highlighters) etc)
* What issues do you think you will have to deal with implementing peer assessment? Discuss how you will resolve these issues? (some issues could be: student readiness for both giving and receiving feedback, availability of coloured pens (highlighters) etc.)
* Does peer and self-assessment imply less teacher’s responsibility?  
* Does peer and self-assessment imply less teacher’s responsibility?  
* What kind of problems can you anticipate if you try to introduce peer and self-assessment in your class?
* What kind of problems can you anticipate if you try to introduce peer and self-assessment in your class?
{{: video/Primary_peer_assessment.mp4 }}
{{: video/Secondary_Peer_Assessment_clip.mp4 }}
{{activity|wcd| on the videos using the questions above.|10}}


{{ednote|text=
{{ednote|text=
Line 113: Line 108:
}}
}}


= Activity Three: Strategies for peer and self-assessment =
= Strategies for peer and self-assessment =
[[Image:oer4s gender and groupwork.jpg|thumb|300px]]
 
{{activity|Individual task}} Read:
{{activity|ia|: Reading about peer and self-assessment strategies.|5}}  
Teachers have developed several ways of introducing peer and self-assessment in their classrooms. Read the following examples and think about how useful they may be in your classrooms.
Teachers have developed several ways of introducing peer and self-assessment in their classrooms. Read the following examples and think about how useful they may be in your classroom.  We will make use of these strategies in the next activity and you will use some of them in the classroom with your students after the session.


<div style="margin: 10px;">
<div style="margin: 10px;">
Line 138: Line 133:
Black Hat: List the weaknesses in the work
Black Hat: List the weaknesses in the work


Green Hat: List other way(s) of doing the work.
Green Hat: List other way(s) of doing the work




Line 155: Line 150:


|-
|-
| | I can recognise numerator and denominator.
| | I can recognise numerator and denominator
| |  
| |  
| |  
| |  
Line 170: Line 165:
</div>
</div>


{{activity|Pair Work}} You were asked to bring examples of your written Formative Feedback from the Homework in the last session. Exchange these examples with a peer participant. Assess their work by using any one or more of the above-mentioned strategies. Remember the success criteria mentioned for giving Formative Feedback were:
{{activity|stgw|: in pairs, assess each others homework on formative feedback.|10}} You were asked to bring examples of your written formative feedback from the homework in the last session. Exchange these examples with a peer participant. Assess their work by using any one or more of the above-mentioned strategies. Remember the success criteria mentioned for giving formative feedback were:


* identifying evidence where the student performed well and appreciating that performance
* '''identifying evidence where the student performed well and appreciating that performance'''
* identifying evidence where the student could improve and giving practical tips for improving
* '''identifying evidence where the student could improve and giving practical tips for improving'''
* suggesting a higher target for high achieving students
* '''suggesting a higher target for high achieving students'''




Give each other peer feedback about how your colleague can improve their Formative Feedback.
Give each other peer feedback about how your colleague can improve their formative feedback.
 


'''Some tips for written feedback to young learners:'''
'''Some tips for written feedback to young learners:'''
* develop some routines for feedback such as: smilie faces and stars for appreciation, question mark where you think improvement is needed and exclamation mark for caution about incorrect understanding etc
* develop some routines for feedback such as: smiley faces and stars for appreciation, question mark where you think improvement is needed and exclamation mark for caution about incorrect understanding etc.
* if available, use different coloured pens for feedback where learners understand the meaning of each colour
* if available, use different coloured pens for feedback where learners understand the meaning of each colour


Line 190: Line 184:
}}
}}


= Activity Four: Making use of strategies of peer and self-assessment =
= Practice using peer and self-assessment =
[[Image:oer4s Unit 2.4 Abel revision photo Ps.jpg|thumb|300px]]
 
[[Image:oer4s gender and groupwork.jpg|300px]] [[Image:oer4s Unit 2.4 Abel revision photo Ps.jpg|300px]]


{{activity|Pair Work}}
{{activity|stgw| in pairs: Role play two students engaged in a peer assessment activity.|10}}
* This is a role-play activity. You and your partner will be role playing two students - one who is a ‘successful’ learner and the other a ‘slower’ learner. Decide on which student you want to role play.
* This is a role play activity. You and your partner will be role playing two students - one who is a ‘faster’ learner and the other a ‘slower’ learner. Decide on which student you want to role play.
* Imagine that you have both been taught a lesson on equivalent fractions with the following learning objective and success criteria:
* Imagine that you have both been taught a lesson on equivalent fractions with the following learning objective and success criteria:


Line 212: Line 207:
* Use objects or diagrams to show equivalent fractions.
* Use objects or diagrams to show equivalent fractions.
* Show examples of equivalent fractions
* Show examples of equivalent fractions
* Write a story using equivalent fractions'
* Write a story using equivalent fractions


|}
|}
Line 218: Line 213:


* Imagine that the teacher now poses these three questions that you must try to do on your mini boards:
* Imagine that the teacher now poses these three questions that you must try to do on your mini boards:
# Draw two diagrams to show an equivalent fraction to ¾.
*# Draw two diagrams to show an equivalent fraction to ¾.
# List four examples of equivalent fractions to ¾.
*# List four examples of equivalent fractions to ¾.
# Write or tell a short story that makes use of equivalent fractions.  
*# Write or tell a short story that makes use of equivalent fractions.  
* Take some time to answer the questions, while taking on the role of the ‘successful’ student or ‘slower’ student.
* Take some time to answer the questions, while taking on the role of the ‘faster’ student or ‘slower’ student.
* Still taking on the role of the student, use the checklist below to do a self-assessment of your work. Share your work with your partner and do a peer assessment of each other’s work.
* Still taking on the role of the student, use the checklist below to do a self-assessment of your work. Share your work with your partner and do a peer assessment of each other’s work.


Line 253: Line 248:


{{ednote|text=
{{ednote|text=
Refer to the document displaying PowerPoint slides on fractions (either [[File:Fractions.odp]] for OpenOffice Impress or [[File:Fractions.ppt]] for MS PowerPoint). You can print the document for distribution to teachers OR show the PowerPoint during the session.
Refer to the document displaying PowerPoint slides on fractions (either {{File|Fractions.odp}} for OpenOffice Impress or {{File|Fractions.ppt}} for MS PowerPoint). You can print the document for distribution to teachers OR show the PowerPoint during the session.


The slides are an example of how Impress / PowerPoint can be prepared to show exemplars of good solutions. Teachers can make use of such exemplars to guide students to do peer and self-assessment. The Impress / PowerPoint slides can help to engage students’ learning (e.g. colourful slides and able to click from one slide to another quickly).  
The slides are an example of how Impress/PowerPoint can be prepared to show exemplars of good solutions. Teachers can make use of such exemplars to guide students to do peer and self-assessment. The Impress/PowerPoint slides can help to engage students’ learning (e.g. colourful slides and the ability to click from one slide to another quickly).  


[[Image:Fractions-embedding.jpg|300px]].
[[Image:Fractions-embedding.jpg|300px]].
Line 270: Line 265:




{{activity|Whole group discussion}} Questions for reflection:
{{activity|wcd| on peer assessment role play.|10}} Questions for reflection:
* How did you find the whole process of self-assessment and peer assessment as students?
* How did you find the whole process of self-assessment and peer assessment as students?
* Did you find that you (as a student) were able to assess others and themselves accurately and in a friendly and useful way?  
* Did you find that you (as a student) were able to assess others and themselves accurately and in a friendly and useful way?  
* Did you respond well to your friend’s assessment of their work? Why do you think so?
* Did you respond well to your friend’s assessment of your work?
* If you had been changing partner for the different pair activities, did you find that you were more comfortable pairing up with a particular person for peer assessment? Why do you think so and what implications can there be for setting up successful peer assessment?
* If you had been changing partner for the different pair activities, did you find that you were more comfortable pairing up with a particular person for peer assessment? Why do you think so and what implications can there be for setting up successful peer assessment?
* Now taking on the role of a teacher, what kind of preparation do you think you need to do to help your students to try out peer and self-assessment?
* Now taking on the role of a teacher, what kind of preparation do you think you need to do to help your students to try out peer and self-assessment?
* What are some ways you can check that the students have given accurate and good peer and self- assessment?
* What are some ways you can check that the students have given accurate and good peer and self-assessment?
 
= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}
 
= {{Name for connecting with overarching goals}} =
 
{{Activity for connecting with overarching goals}}


= Activity Five: Sequencing - Use of ICT for AfL =
= Follow-up activities =
{{ednote|text=
{{activity|Agreeing follow up activities|5}}
Do this if you have time! Otherwise there'll be an opportunity next time!
 
}}
 
{{fup|A}} Update the electronic version of “{{File|My assessment inventory.doc}}”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. '''We will be self-assessing the inventories at the beginning of the next session''' so ensure that you bring the completed paper inventory (all five rows should now be filled in) to the next session and that the electronic version is up to date.


[[Image:Monarch Life Cycle - 12 of 20.jpg|300px|thumb]]
{{fup|B}} For a topic that you teach this week, try to introduce at least one strategy of peer assessment and one for self-assessment. Record answers to the following questions on the dictaphone:


{{: OER4Schools/Monarch butterfly sequencing activity }}
* Which peer and self-assessment strategy did you try?
* Did you find that it has worked well for you and for your students?
* How will you prepare yourself better to introduce peer and self-assessment in future lessons?


= Homework =
{{setting of follow up}}


* Update the electronic version of “[[File:My assessment inventory.doc]]”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.
= Acknowledgment =
* For a topic that you teach this week, try to introduce at least one strategy of peer assessment and one for self-assessment. Record answers to the following questions on the dictaphone:
** Which peer and self-assessment strategy did you try?
** Did you find that it has worked well for you and for your students?
** How will you make prepare yourself better to introduce peer and self-assessment in future lessons?


We thank Toni Glasson for allowing us to make use of sections (p. 77-110) of her book, Improving Student Achievement: A Practical guide to Assessment for Learning, Curriculum Corporation 2009 (ISBN: 9781742003078)


Acknowledgment
{{activity summary}}


We thank Toni Glasson for allowing us to make use of sections (p77-110) of her book, Improving Student Achievement: A Practical guide to Assessment for Learning, Curriculum Corporation 2009 (ISBN: 9781742003078)
{{OER4S_NextSession}}
Retrieved from "https://oer.opendeved.net/wiki/Special:MobileDiff/5220...21133"