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What is peer assessment?
What is peer assessment?
Peer assessment is the assessment of the work of others of equal status. In the context of student learning, peer assessment is used by students to estimate the worth of other students' work with reference to specific and agreed criteria.
(NCCA, 2019)
Peer Conversation stems
Peer Conversation stems
The peer conversation stems below can encourage further thinking and discussion within peer assessment.
(The Core Collaborative as cited in Hattie & Clarke, 2019)
Further information from The Core Collaborative can be found here.
What is self assessment?
What is self assessment?
Self-assessment is the involvement of students in making judgements about their own work, based on features of quality. It is a measure of the extent to which their own work has met these features of quality.
(NCCA, 2019)
Activating students as owners of their own learning
Activating students as owners of their own learning
A useful way of getting students to reflect on their learning throughout their digital portfolio is to ask students to complete a learning log at the end of a lesson/activity/experience.
A learning log is a planned, purposeful, follow-up written response to their learning experience (NCCA, 2015).
“...seeing what has improved and thus identifying a trajectory of development means the student is likely to be able to see how further improvement might be possible (Wiliam, 2018, p. 184).
“The better students are able to manage their learning, the better they learn” (Wiliam, 2011, p.158).
Learning Log Method Example 1
Learning Log Method Example 1
Students can review their learning journey/progress by reflecting on where they began, how far they have come and how they got there by using the following learning log:
Learning Log Method Example 2
Learning Log Method Example 2
Students could also be encouraged to use the What? So what? Now what? method as a form of reflection on their learning:
Learning Log Method Example 3
Learning Log Method Example 3
Students are invited to respond to two of the following prompts:
Getting students to choose which two of these prompts they respond to encourages a more thoughtful approach to the process of reflecting on their learn.
Techniques for Peer and Self- Assessment
Metacognitive Strategies
Metacognition refers to when “students…are able to reflect on what they know and don’t know”
(Agarwal & Bain, 2019)
Metacognitive strategies to activate the key skills: Managing information and thinking, working with others, communicating, managing myself, being literate, staying well, being numerate and being creative.
JIGSAW Strategy
This is a cooperative learning activity. Students form a home team and are set a home team problem. They break up into "expert groups" and gain expert knowledge that feeds into the overall problem. Just as in a jigsaw puzzle, each student's part is essential for the completion and full understanding of the home team problem.
Peer Assessment Using Success Criteria
. . . success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention - the main things to do, include or focus on.
Shirley Clarke 2010
Peer feedback
Provides students with an opportunity to learn from each other and improve their own work.
This strategy complements Peer Assessment Using Success Criteria.
Think. Pair. Share.
This strategy is designed to provide students time and structure for thinking on a given topic, enabling them to develop individual ideas and share these ideas with a peer.
Brainstorm
Brainstorm is a process encouraging students to generate ideas in a creative manner.
It gives students a chance to tap into previous knowledge and form connections with the current topic.
Survey
This strategy encourages students to gather information relevant to subject or topic in question. It is particularly relevant to the key skill managing information and thinking. The students learn to design quality questions and subsequently analyse the results in order to come to valid conclusions.
Mindmap
This strategy gives students a structure to summarise and represent visually what they have learned. It improves long-term memory of factual information.
After teaching a topic coggle could be used to summarise, organise and visualise the topic. It could also be used as a brainstorming exercise to summarise prior knowledge at the beginning of a topic.
Venn Diagram
This strategy allows students to graphically display the similarities and differences between two items or themes. It works very well with groups allowing oral processing of learning. A very effective strategy for comparing and contrasting.
Facts / Falsehoods
Gives all students an opportunity to evaluate a series of statements which the teacher and/or other students devise and decide on whether they are true or false.
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