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OER4Schools/Peer and self-assessment: Difference between revisions
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= Strategies for peer and self-assessment = | = Strategies for peer and self-assessment = | ||
{{activity|ia|: Reading.|10}} | {{activity|ia|: Reading about peer and self-assessment strategies.|10}} | ||
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 | 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. | ||
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{{activity|stgw| in pairs.|10}} You were asked to bring examples of your written | {{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 | 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:''' | ||
