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OER4Schools/Peer and self-assessment: Difference between revisions
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OER4Schools/Peer and self-assessment (view source)
Revision as of 09:02, 12 June 2013
, 12 years agoreplaced 'successful' with 'faster' and 'different ability' with 'different pace'
JanetBlair (talk | contribs) m (changed strategies to methods) |
JanetBlair (talk | contribs) m (replaced 'successful' with 'faster' and 'different ability' with 'different pace') |
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* read about peer and self-assessment and formulate your ideas during discussion | * read about peer and self-assessment and formulate your ideas during discussion | ||
* peer assess each others homework | * peer assess each others homework | ||
* role play peer assessment between | * role play peer assessment between students working at different paces | ||
* try out some strategies for peer and self-assessment in the classroom | * try out some strategies for peer and self-assessment in the classroom | ||
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{{activity|stgw| in pairs: Role play two students engaged in a peer assessment activity.|10}} | {{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 | * 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: | ||
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# 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 | * 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. | ||
