Presentation on theme: "Self- and Peer-Assessment"— Presentation transcript:
1Self- and Peer-Assessment RationalePreparationTasksImplementationEvaluation
2Rationale – Self-Assessment How am I doing? Is this enough? Is this right? How can I tell? Should I go further? In the act of questioning is the act of judging ourselves and making decisions about the next step. This is self-assessment’ Boud (1995) – nothing about markingLife-long learning and employabilityStudents already do this
3Self-AssessmentInternal, self dialogue ‘………when I’m on the bus on my way to work… I sort of think what variables are there that I need to think about……….so some of my background knowledge on the subject as well goes in……I just build it up over time.’
4Rationale – Peer-Assessment ‘An arrangement for peers to consider the level, value, worth, quality or successfulness of the products or outcomes of learning of others of similar status’ Topping et al. (2000).Students also do this
5Peer-Assessment ‘In university with peers – ‘If they’re doing the same course as you and they don’t understanda word you’re going on about, then you knowyou’re totally off course…….They may criticise(you), but somebody else might have a greaterunderstanding (of the subject) and you knowthat they’ve got a greater understanding and soyou know that you’ve got to sort of balance(their view and yours)’
6Rationale Students carry out this important learning process Some do it well – high achieving students and some not so well non-high achieving studentsTutors can develop process in higher achievers and instigate and develop in non-high achievers
7Preparation for Self- and Peer-Assessment Students/tutors need to know why they are doing these processes – learning as a social interactive processStudents need to be well briefed in advance –what they are expected to doset ground rulesInformation should be given in writing and verbally
8Preparation for Self- and Peer-Assessment Students need to be familiar with any documentation being used – evaluation forms, check list or feedback formsSpecific self-assessment opportunities (Mok et al., 2006)K: At the beginning learning, students are asked, ‘What do you know about (this topic)?’The self-assessment is on prior knowledge.W: At the beginning and during learning, students are asked, ‘What do you want to know about (this topic)?’The self-assessment is on motivation to learn.L: At the end of learning, students are asked, ‘What have you learnt about (this topic)?’The self-assessment is on outcomes of learning.
9Preparation for Self- and Peer-Assessment Think about how criteria and standards will be usedCo-construction/producedSelf-evaluation not criteria-based more intuitiveClarify any marking process/written comments/discussionsConfidentiallyControlledWhat is to be marked
10Preparation for Self- and Peer-Assessment (tutors) Make sure tutors have suitable exemplars and developmental task materialLook at task development – Winter (2000) patchwork approachReporting/feedback opportunitiesGroup discussion and questions – useful in practical setting with groups introducing and summarising laboratory work
11Tasks Examples in the Self- and Peer-Assessment book Professional developmentResearch informed teaching/enquiry based-learning or problem based-learning modules
12ImplementationExamples in the Self- and Peer-Assessment book of implementationSelf-assessment does not occur in isolation – all learning is socialJudgements are made on what is learnt - publiclyPeer-review good starting pointOne activity or a series of meetingsMake sure development over each meeting
13ImplementationAssessment/evaluation needs to relate to some set of outcomesTry and have all students giving and receiving feedback – different processesWritten and verbal feedbackThink of process and productAllow sufficient time for task and between self- and peer-assessment and tutor assessment
14Implementation (tutor) Ensure time for peer discussionTeaching teams should produce material about how to conduct discussionsScaffold (build up/take down) supportWatch development of learning
15Evaluation Allow two way feedback between you and students Listen to what they valueInclusive process – do not leave them in a voidBuild in student reflectionUse the GOALS process to evaluate self- and peer-assessment
16GOALS ProcessThe GOALS process is student focused and considers learning from a student perspective initially in the now:G = what outcomes do I need to Grasp. These can be self-generated outcomes or tutor outcomes which are translated by the student so that they understand them.O = how can I Orientate to ‘self’ perhaps through asking questions such as ‘what am I trying to achieve?’
17GOALS ProcessA = what Actions do I need to take to achieve my outcomes. This could be seen in terms of ‘who do I need to speak to’ or ‘how can I most effectively use the tutor provided exemplars’.
18GOALS ProcessThe GOALS process also considers learning for the future.L = what type of Learning evaluation do I need to make. Asking questions such as ‘how have I done?’, ‘how am I different now compared to when I started?’ or ‘What has changed?’S = what Strategies do I need to develop in order to successfully move on. Here students need to think about the experience of doing an assignment, perhaps in terms of how they can reduce ‘error’ in their approach.
19Summary Self- and peer-assessment: Allow natural social learning process to developUnderpin professional, employability and life-long learning developmentCan be incorporated into a variety of teaching and learning approachesHelp to inform non-curriculum learning activities.