The above specific suggestions correlate well with Langan and Wheater's response to the common concern that peer assessment is unreliable: it depends very much upon how it is handled within the classroom. The authors also suggest that, before students are empowered by peer assessment, there needs to be an open dialogue between educators and students. As Johnson mentions, it is vital that close monitoring take place, if not throughout the peer assessment process, then at least in its early stages. When this is done correctly, enormous benefits can be derived from the process.
Another problem associated with peer assessment, even when done for the maximum benefit of students, is that it requires a large amount of preparation to implement. The teacher needs to take time to thoroughly prepare documents such as the assessment rubric and instructions, and class time is often taken up to a large extent by training assessor students to perform their tasks. Johnson (40) is however of the opinion that the benefits of peer assessment far outweigh its potential problems, drawbacks and risks.
Some additional advantages to the ones mentioned above include the fact that students receive the opportunity to take responsibility for their own learning, and for that of their peers. This, as Langan and Wheater mention, serves an empowering function in an environment where students are often at the mercy of their schooling system and/or teachers. Furthermore, the enjoyment of the learning experience can be enhanced by peer assessment activities. On an educational level, the assessor students are cognitively engaged in their tasks of estimating the performance of their classmates. Performing students on the other hand receive individual feedback on specific problem areas, where an educator is not always able to provide this. Furthermore, the lack of improvement opportunities is mitigated by the fact that feedback is focused upon improvement, and students receive the opportunity to prepare and practice their performance before the final assessment. In general, the teaching experience is greatly enhanced and also more enjoyable for students....
Literacy in Context Assessment - Science Education Literacy Context Assessment -- Science Literacy in Context Assessment -- Science Brief Student Profile -- Student Unnamed This student is in year 3. Compared with other students from this year, the student's handwriting is clear and neat. The student exhibits basic to intermediate understanding of the assignment and the information that is vital in order to complete the task. The child is like not at the top of
Not only are college ratings more important, but the social status of going to a highly-rated school has more added social cache for a wider variety of demographic groups. While the Ivy League schools always had a great deal of importance for their 'name' amongst a certain social set, the explosion of the college ratings industry has meant that students on virtually ever 'level' of college admissions has an
Education Plan Academic Goal Establishment and Implementation Establishing a clear and common academic goal across a broad population of students can be quite difficult, especially when there are students with special learning needs included at all levels of academic achievement and progress within the student population. Educators and administrators need to ensure that courses and materials aren't simply "taught to the middle," which does a significant disservice to those students both above
When this phase is complete, the assessment phase can begin. Step 7: Assessment Assessment will occur on two basic levels: informal and formal. Informal assessment will occur during the group work process, where each group is assessed for its ability to cooperate and learn from each other. A value out of 10 is assigned for each group, where higher values denote a higher level of cooperation. Formal assessment will occur in two
In particular, they specify the need for students to be good listeners, team players, and to make compromises to work toward mutual goals (Scheuerell, 2010). Group work must be a time for students to engage in productive and accountable collaboration around a task or problem that causes them to rely on one another's part or participation to ensure successful completion. Successful group work can be designed and presented to the
Standardized tests do not do well in measuring the emerging content standards, and over use of this type of assessment often leads to instruction that stresses only basic knowledge and skills. Although basic skills may be important goals in education, they are often overstressed in an effort to raise standardized test scores. Basic skills and minimum competencies become the main goal of schools and teachers as accountability and minimum
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