Peer Assessment

419 Words1 Page
bulb-icon

Recommended: Positives and negatives to peer assessment

1. What criteria do you consider to be of more importance? Ideas, proper English grammar or both? Support your answer.
Peer assessment is where students assess other students through assignments. This innovative teaching empowers learners to be both tutor and tutee. While assessing your peers, you are also conducting self-assessment into your own performance and developing sound judgements while assessing others and providing professional opinions in helping your peers to improve.
As a result, sound ideas and proper English grammar are both equally important. By sharing your ideas, this demonstrate, the students has the skillsets in constructing and deconstructing their views, attitudes, beliefs and behaviours through extensive research. With proper English grammar, this provides easy readability and to allow the marker to understand exactly what you are trying to say.
2. …show more content…

Referring to this week's Learning Guide, design what you consider to be the most effective way of assessing learning. Please make reference to popular attitudes towards assessment specific to your country.
Assessment should be viewed as educational improvement. Beside knowledge and abilities, it also requires values, attitudes and habits that will affect both academic success and personal life. The new version of Bloom’s Taxonomy (Clark, 2015) consists of interesting domains that can help students to achieve higher education, and they are: Creating, Evaluating, Analyzing, Applying, Understanding and Remembering. While we carry out our assignment, peer assessment and discussions, we are constantly engaging in these domains without us realizing it. These domains are the most effective way of assessing learning.
Our company uses peer assessment in our quarterly, half yearly and annual staffs review. Rather than the top down approach, colleagues get to assess other colleagues and this provides the Management with a feel of their working relationship as well as, who they felt is the top

Show More
Related

  • Summary Of Peer Tutor

    1741 Words  | 4 Pages

    A Training Guide for College Tutors and Peer Educators by Sally Lipsky defines the role and importance of peer tutors’ on college campuses, the importance of promoting active learning, how to incorporate critical thinking and questioning skills, assessing students’ learning, collaborative learning and group work. Furthermore, this book defines tutoring as a proactive process, the value of diversity and students, online assistance, and a summary of effective peer lead sessions. One of the major strengths of this book is the learning activities throughout to assist peer tutors with their tutees. For example, the activity in Chapter 2 (Promoting Active Learning) has what the tutor may potentially hear

    Read More

  • Bloom's Original Taxonomy Summary

    521 Words  | 2 Pages

    Bloom’s original taxonomy was a framework created for educators to limit time preparing lessons by offering assistance in curriculum objectives and the creation of the assessment activities. The original framework also serves as a measurement guide to evaluate items in lesson creation. Bloom’s original taxonomy was the main tool used to create activities for individualized needs of students (Scott, 2014) and an easier tool to understand and offer activities simple to complex for educators for differentiation (Noble, 2004). Common educational language, determination of coursework, and evaluation of curriculum were the goals of the original Bloom’s taxonomy (Krathwohl, 2002). Bloom’s original taxonomy focused primarily on differentiating common goals with the use of varied activities that would meet the individuals’ needs.

    Read More

  • Assessment of Members of a Group Project

    529 Words  | 2 Pages

    1.     Christine’s leadership abilities could benefit by having knowledge of the stages of group development. Specific to her situation, it seems that aside from the very first group meeting, Mike was not present for the forming stage of the group. As a result, questions such as “What can the group offer me?”, “Can my needs be met and still contribute to the group”, and other discovery inquiries did not get answered for Mike so he has not felt part of the team so he has withdrawn from the group. As a leader, Christine could have encouraged to Mike the importance of being present for group meetings so he can be part of the team. For example, at the lunch room incident when Mike walked away, she could have talked with him individually and explained to him that she perceives that he does not feel welcome and has been avoiding team meetings. Christine could address the how important it is to attend the team meetings, explain to him the “WWIFM” (what’s in it for me) aspects and the fact that team needs him as he has so much that could contribute and add value to the team. She could also indicate that the team’s success will only be possible when every member contributes. By doing so, she can help ensure that Mike is able to join the group during the forming stage and hopefully move quickly to the norming and then performing stages.

    Read More

  • Case Study: Bloom's Taxonomy Vs. DOK

    1534 Words  | 4 Pages

    The critical thinking component is not to be overlooked in the classroom, and this is where both Bloom’s Taxonomy and the DOK can be useful tools for preparing the lesson and assessing student milestones. Bloom’s Taxonomy is, undoubtedly, the most widely used of the two, but it does leave something to be desired relative to attaining the goal of completion to mastery. The downside of Bloom’s Taxonomy is the longivity of navigating through the levels, if taken literally (Wirth & Perkins,

    Read More

  • Dr Lowe Peer Evaluation

    1025 Words  | 3 Pages

    Dr. Lowe and I made arrangements to observe MSED 251, Life Science for Educators Methods on Thursday, October 8th. This lesson focused on how students (1) explore the structure of the DNA molecule and (2) begin to understand how the elements of DNA molecule are related.. Specifically students explored the structure of the DNA molecule to begin to understand how chromosomes, genes, and the base pairs, sugars, and phosphates of the DNA molecule are related. Students viewed and discussed video segments that describe the role of various genetic units. They also built models of DNA molecules -- using gumdrops, licorice, and toothpicks.

    Read More

  • Use Questioning And Feedback To Contribute To The Assessment Process

    498 Words  | 1 Pages

    Sufficient and current and - Meet internal and external assessment requirement Involve learners in assessment : peer and self-assessment represent an interesting way to involve students in the assessment process as students assess each

    Read More

  • Formative and Summative Assessments for Learners

    1439 Words  | 3 Pages

    An Experiment in Peer Assessment. ELTIC Reporter, 20 (1). Shepard, L. A. (2000) the role of assessment in a learning culture. Educational Researcher. 29 (7) 4-10.

    Read More

  • What Is Formative Assessment?

    1297 Words  | 3 Pages

    Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order

    Read More

  • Assessment in Education

    1464 Words  | 3 Pages

    Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.

    Read More

  • Peer Tutor Reflection

    570 Words  | 2 Pages

    During my short time as a peer tutor, I find that seeing other students gradually growing in their musical ability most enjoyable as a peer tutor. Many of the students in the class have close to no musical background and within a very short amount of time (just a few weeks). I find this quick growth to be very inspiring and being a part of that growth most enjoyable. Since I've started my peer tutoring, I find how comfortable the fellow students act when we talk to each other to be most surprising. Going into the peer tutoring, I expected the students to be more reserved and wouldn't share much with me.

    Read More

  • Peer Assessment Reflection

    473 Words  | 1 Pages

    I was definitely shocked about the peer assessment results. A lot of my peers had me marked as top third. I am really ecstatic that my peers feel that I contribute to the team. The peer assessment affected me in a positive way, and I'm really grateful for it. I was receptive to the feedback, and I tried to see how I could improve.

    Read More

  • Peer Assessment

    861 Words  | 2 Pages

    Also, peer assessment would partly address the ethics issue because, even if the tutor is compromised, this would be partly countered by the assessment done by the students. One of the short comings of peer review which is often cited is that students are unlikely to be experts in the same field they are studying bring to question the quality of their feedback and the reliability of their grading. To counter this, the final assessment would be an average of the grades given by at multiple students and would be moderated by a qualified

    Read More

  • Classroom Assessments

    2426 Words  | 5 Pages

    In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...

    Read More

  • Reflection Of The Syllabus

    1736 Words  | 4 Pages

    Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a

    Read More

  • Assessment Reflection

    969 Words  | 2 Pages

    As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.

    Read More

More about Peer Assessment

Open Document