Tags

, , , , ,

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”)

  1. Ensure fair and appropriate groupings for summative tasks.
  2. Indicate time lines and stress individual responsibility to the group.
  3. Assign a group mark to the PRODUCT
  4. Assign an individual mark to each student to record learning for a work log or a journal used to record learning during the PROCESS
  5. Assess each student individually for work habits demonstrated during the PROCESS
  6. Students take part in peer and self-assessment (students assess but don’t score)
  7. 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)
  8. All marks of the task are assigned by the teacher, not the students.

 

Advertisements