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OER4Schools/Peer and self-assessment: Difference between revisions
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= 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? | ||
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* 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? | ||
= | = 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}} 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): | ||
{{oinc|OER4Schools/4.4 Peer and self-assessment/background reading}} | {{oinc|OER4Schools/4.4 Peer and self-assessment/background reading}} | ||
{{activity|Video | {{activity|otr|: Video on peer assessment.|10}} Now watch two clips on peer assessment, bearing in mind these questions: | ||
* 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? | ||
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* 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|: Discussion of questions for reflection.}} | |||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
= | = Strategies for peer and self-assessment = | ||
[[Image:oer4s gender and groupwork.jpg|thumb|300px]] | [[Image:oer4s gender and groupwork.jpg|thumb|300px]] | ||
{{activity| | {{activity|ia|: Reading.|10}} Read: | ||
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 classrooms. | ||
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</div> | </div> | ||
{{activity| | {{activity|stgw| in pairs.|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 | ||
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}} | }} | ||
= | = Making use of strategies of peer and self-assessment = | ||
[[Image:oer4s Unit 2.4 Abel revision photo Ps.jpg|thumb|300px]] | [[Image:oer4s Unit 2.4 Abel revision photo Ps.jpg|thumb|300px]] | ||
{{activity| | {{activity|stgw| in pairs: Role play.|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 ‘successful’ 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: | ||
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{{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. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week. | |||
{{fup|A}} 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? | ** Which peer and self-assessment strategy did you try? | ||
** Did you find that it has worked well for you and for your students? | ** Did you find that it has worked well for you and for your students? | ||
