I was looking forward to this seminar for two reasons: 1) Peer assessment is heavily used in my school and I wondered, whether is done right and what are the findings about peer and self assessment in research. 2) I had dilemma about terminology, I mentioned earlier on this Blog (No more ‘summative purpose’).
Peer and self assessment is very strong in AfL as according to some research, when are students involved in peer assessment and receive training on how to do it, their learning gains are almost 50% higher than control groups. And this is a lot. So even if not done professionally and as experiment, but in normal classroom setting, the results still must be pretty impressive.
There is however a difference between peer assessment and peer marking. If students just follows teachers marking scheme and give grades or comments on what is wrong, there is no learning. This is not peer assessment.
The biggest benefit of this type of learning I see in internalisation of success criteria. Bu this will not happen just by displaying them. Even teachers need training to became good assessors. The same our students. Modelling, examples, success criteria, teacher’s moderation and guidance are necessary to make this work.
Some more info on research:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2415&language=en-US
0 comments:
Post a Comment