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OER4Schools/Peer and self-assessment: Difference between revisions
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JanetBlair (talk | contribs) m (replaced 'successful' with 'faster' and 'different ability' with 'different pace') |
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|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad | * Classroom use of Geogebra, spreadsheets, concept mapping, slideshows, EtherPad | ||
{{ OER4SchoolsWSInfo/ICT intro students}} | {{ OER4SchoolsWSInfo/ICT intro students}} | ||
* you will ... | * you will ... | ||
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Peer and self-assessment are also useful because they: | Peer and self-assessment are also useful because they: | ||
* help students develop valuable skills of making and defending | * 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 | * 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 | * create a classroom environment in which students take responsibility for their own learning | ||
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* 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? | ||
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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 | ||
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'''Some tips for written feedback to young learners:''' | '''Some tips for written feedback to young learners:''' | ||
* develop some routines for feedback such as: | * 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 | ||
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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 | * 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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* 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 | ||
|} | |} | ||
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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 | 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]]. | ||
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* 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}} = | = {{Name for ICT practice with dtgw}} = | ||
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{{activity|dtgw| with ICT on various topics.|20}} | {{activity|dtgw| with ICT on various topics.|20}} | ||
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad | * Classroom use of Geogebra, spreadsheets, concept mapping, slideshows, EtherPad | ||
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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. '''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. | {{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. | ||
{{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: | {{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: | ||
