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OER4Schools/Peer and self-assessment: Difference between revisions
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! '''Type of Formative Feedback''' !! Topic? !! Did you give this feedback? !! Easy to do? !! Helpful for learning? | ! '''Type of Formative Feedback''' !! Topic? !! Did you give this feedback? !! Easy to do? !! Helpful for learning? | ||
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| Provide whole-class oral formative feedback || || || || | | Provide whole-class oral formative feedback. || || || || | ||
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| Provide different formative feedback to two students (one performing well and the other struggling) || || | | Provide different formative feedback to two students (one performing well and the other struggling). || || || || | ||
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| Provide written formative feedback to students or individual student || || || || | | Provide written formative feedback to students or individual student. || || || || | ||
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* Understanding peer and self-assessment | * Understanding peer and self-assessment | ||
* Learning to use strategies for peer and self-assessment | * Learning to use strategies for peer and self-assessment | ||
= Activity Four: Making use of strategies of peer and self-assessment = | |||
{{activity|Pair Work}} | |||
* 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: | |||
Topic: Equivalent Fractions | |||
{| class="wikitable" | |||
|- | |||
! Learning Objective !! Success Criteria | |||
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| To recognise and name equivalent fractions || * Use objects or diagrams to show equivalent fractions. * Show examples of equivalent fractions. * Write a story using equivalent fractions. | |||
|} | |||
* 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. | |||
# List four examples of equivalent fractions to ¾. | |||
# 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. | |||
*Still taking on the role of the student, use the checklist below to do a self-assessment of your work (tick at the appropriate boxes). Share your work with your partner and do a peer assessment of each other’s work. | |||
{| class="wikitable" | |||
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! Success Criteria !! Yes !! No !! Not Sure | |||
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| I can draw two diagrams showing equivalent fractions. || || || | |||
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| I can list four examples of equivalent fractions. || || || | |||
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| I can write or tell a short story using equivalent fractions. || || || | |||
|} | |||
{{ednote|text= | |||
Refer to the document displaying PowerPoint slides on fractions (fractions.pdf) or the PowerPoint itself (fractions.ppt). You can print the document for distribution to teachers OR show the PowerPoint during the session. | |||
The slides are an example of how 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 PowerPoint slides can help to engage students’ learning (e.g. colourful slides and able to click from one slide to another quickly). However, it is also possible to make use of a blackboard for the purpose of showing sample solutions. | |||
Bring to the participants’ attention that the three questions in the above activity have been deliberately designed to cater to different students’ learning styles and pace of working. It is expected that for older basic school students or secondary students: | |||
* most students should be able to write or draw examples of equivalent fractions. | |||
* some students will be able to apply what they learn about equivalent fractions in daily life through telling or writing a story. | |||
The peer and self-assessment process should help the students to discuss what is difficult or easy for them to do. | |||
}} | |||
