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STUDENT CENTERED ASSESSMENT PEER ASSESSMENT
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GETTING STARTED, GUIDELINES FOR CREATING EFFECTIVE. PEER ASSESSMENT 1, 1 DETERMINE THE CRITERIA ON WHICH THE ASSIGNMENT WILL BE ASSESSED. WHAT COUNTS, This can be done by the teacher alone or preferably by co constructing a checklist or rubric with students. 2 THE TEACHER GROUPS STUDENTS INTO SMALL PEER FEEDBACK GROUPS. Two to four students can be grouped based on ability level. 3 THE TEACHER MODELS EFFECTIVE PEER FEEDBACK FOR STUDENTS. The teacher may take an assignment and use the Ladder of Feedback protocol see page 3 to ask clarifying questions state. what she values about the assignment list what concerns her about it and ultimately make suggestions not mandates. that may be used to improve the assignment 2, 4 STUDENTS RECEIVE A CHECKLIST OR DOCUMENT THAT REMINDS THEM HOW. TO DELIVER EFFECTIVE PEER FEEDBACK, The Ladder of Feedback is a good choice of a checklist for students to use as a quick reference.
5 THE TEACHER CLARIFIES THE ASSIGNMENT FOR THE STUDENTS. Clarification includes performance to be peer assessed and the timeline for that assessment. 6 THE TEACHER ACTIVELY MONITORS THE PROGRESS OF THE PEER FEEDBACK. Students will need a lot of support when they are first introduced to peer assessment and less as they become accustomed. 7 THE TEACHER MONITORS THE QUALITY OF FEEDBACK, The teacher ensures that her students are using the constructive feedback protocol possibly the Ladder of Feedback. 8 PEER FEEDBACK IS CHECKED FOR RELIABILITY, The teacher may compare her feedback on an assignment with a student s feedback to check for alignment and provide. further support and instruction if needed, 9 THE TEACHER PROVIDES FEEDBACK TO STUDENTS ON THE EFFECTIVENESS. OF THEIR PEER ASSESSMENT, 10 AFTER STUDENTS HAVE GENERATED EFFECTIVE PEER FEEDBACK IT. SHOULD BE USED TO GUIDE STUDENT REVISIONS OF WORKS IN PROGRESS. STUDENT CENTERED ASSESSMENT PEER ASSESSMENT 2, GETTING STARTED.
USING THE LADDER OF FEEDBACK 3, The Ladder of Feedback is a good tool to help promote effective peer feedback between students It involves four steps It is. sometimes helpful to have one group member police the ladder to make sure the rungs are climbed in order. After a student shares a work in progress with peers his peers will. 1 Ask clarifying questions they have about the work Some ideas may seem unclear or information may be missing This. step helps peers gather relevant information before they give feedback. 2 State what they value or comment on the strengths of the work Expressing appreciation for ideas is fundamental. to the process of constructive feedback Stressing the positive points of the work sets a supportive tone during the. feedback session and helps people to identify strengths in their work they might not have recognized otherwise. 3 Raise any concerns they may have about the work During this step honest thoughts and concerns are raised in a. constructive non threatening way What I wonder about is and Have you considered are examples of how. concerns may be framed, 4 Make suggestions about how the work could be improved Give suggestions based on problems identified in the. concerns step that can help the student use the feedback to revise his work and make improvements There is no. guarantee the learner will use the suggestions nor need there be a guarantee Suggestions are just that suggestions. not mandates, Make suggestions for, improving the work. 3 CONCERNS, Comment on your, concerns about the work. Comment on the, strengths of the work, THE LADDER OF.
1 CLARIFY FEEDBACK, Source David Perkins, Ask questions of. 2003 King Arthur s Round, clarification about the Table How Collaborative. work being reviewed Conversations Create Smart, Organizations Hoboken NJ. John Wiley Sons Inc, STUDENT CENTERED ASSESSMENT PEER ASSESSMENT 3. WHAT DOES PEER ASSESSMENT, Peer assessment of artwork using the Ladder of Feedback shared by Jason Rondinelli and Emily Maddy middle school.
visual arts teachers, 1 Perfect gradation and you have a nice soft edge. 2 Connect these two colors and blend them together. The teacher provided the pencil drawn template on the right to students After asking and answering questions of. clarification verbally students put numbers on the template rather than writing on their peer s painting and wrote. comments related to each number In the example above comment 1 is a value statement step 2 of the Ladder of Feedback. and comment 2 is a combination of a concern and a suggestion statement steps 3 and 4 of the Ladder of Feedback The. teacher added the white circles on the student s painting on the left for illustrative purposes only. STUDENT CENTERED ASSESSMENT PEER ASSESSMENT 4, ADDITIONAL RESOURCES. FOR MORE INFORMATION ENDNOTES, Video of student peer assessment including examples 1. See Keith Topping 2010 Peers as a Source of Formative. teacher perspectives and student reactions will be Assessment In Heidi Andrade Gregory Cizek eds. available summer 2013 at studentsatthecenter org Handbook of Formative Assessment New York NY. Heidi Andrade Joanna Hefferen Maria Palma Routledge. Forthcoming Formative Assessment in the Visual Arts 2. See David Perkins 2003 King Arthur s Round Table How. Art Education Journal Collaborative Conversations Create Smart Organizations. For more on student centered assessment see Hoboken NJ John Wiley Sons. Assessing Learning The Students at the Center Series 3. See Perkins 2003, Heidi Andrade Kristen Huff Georgia Brooke 2012 4. See Heidi Andrade Kristen Huff Georgia Brooke 2012. Assessing Learning The Students at the Center Series. Boston MA Jobs for the Future Available at, http studentsatthecenter org topics assessing learning.
Students at the Center synthesizes and adapts for practice current research on key components of student centered approaches to. learning Our goal is to strengthen the ability of practitioners and policymakers to engage each student in acquiring the skills knowledge. and expertise needed for success in college and a career The companion volume Anytime Anywhere Student Centered Learning for. Schools and Teachers 2013 is now available from Harvard Education Press This Jobs for the Future project is supported generously by. funds from the Nellie Mae Education Foundation, TEL 617 728 4446 FAX 617 728 4857 info jff org. 88 Broad Street 8th Floor Boston MA 02110 TEL 781 348 4200 FAX 781 348 4299. 122 C Street NW Suite 650 Washington DC 20001 1250 Hancock Street Suite 205N Quincy MA 02169. WHAT IS NOT PEER ASSESSMENT Peer assessment is not a process by which peers determine grades for one another Although some teachers have had success with peer grading turning peer assessment into peer evaluation is risky and may lead to negative attitudes toward the peer assessment process In general peers provide feedback teachers

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