Tags
Assessment Types, “Talk About Assessment: Stategies and Tools to Improve Learning”, Damian Cooper, Group, Peer, Teacher and Self-Assessment
Peer Assessment
Assessment is for learning—assessment that helps students improve their work
Should be a routine practice when students are working on early drafts of written material
Peer assessments should be helpful in improving student work before you see it
Students should know what to look for in their partner’s work
Checklists are helpful to focus student comments
Assessment information should describe how well the student has demonstrated a specific skill
Students should provide only anecdotal comments not scores
Peer assessment helps students internalize the standards for quality work
Reduces marking for teachers
Peer assessment improves the quality of other work submitted for marking
Self-Assessment
Assessment is for learning—assessment that helps students improve their work
Should be a routine practice in subjects such as mathematics where students complete practice questions following the teaching of a new concept or procedure
Scores are not recorded…this type of assessment is just for practice
Assessment information should describe how well the student has demonstrated a specific skill
Self-assessment helps students internalize the standards for quality work
Self-assessment helps students to become objective about their own work
Self- assessment improves the quality of other work submitted for marking
Reduces marking for teachers
Group Assessment Guidelines
(these guidelines come from Damian Cooper’s book, “Talk About Assessment: Stategies and Tools to Improve Learning”)
- Ensure fair and appropriate groupings for summative tasks.
- Indicate time lines and stress individual responsibility to the group.
- Assign a group mark to the PRODUCT
- Assign an individual mark to each student to record learning for a work log or a journal used to record learning during the PROCESS
- Assess each student individually for work habits demonstrated during the PROCESS
- Students take part in peer and self-assessment (students assess but don’t score)
- Visit each group and ensure that each student understands the task (ie. Ask questions and include this information as part of each student’s process mark)
- All marks of the task are assigned by the teacher, not the students.
Janine Schaub 