com).
A devoted practitioner of Peer Review myself, I have found that students grow into the process. The more intelligent appear to latch onto it almost immediately, provided they are matched with students of similar intellectual prowess. As Robert Bly predicted in his book of the same name, we do live in a Sibling Society (p. ix).
"Holistic Grading" involves looking at the paper as an entire document instead of distinguishing content from form. For peer review, the students are given a Evaluating Assessment on Student Learning 4
rubric based on the numbers 1 through 8, with the higher numbers indicating greater strengths and the lower numbers indicating lack of strengths -- number 4 represents the "average" grade (C+). The grid looks something like this:
Peer graders are encouraged to make comments and to stress at least one or two specific strengths in the paper, as well as any area(s) of weakness. Peer Evaluating Assessment on Student Learning 5
Reviewer signs at the bottom and the student whose paper has been reviewed also signs in acceptance of the peer review. Finally, the teacher reviews the paper and notes agreement with or disagreement with any grading.
Overall, my students who act as peer reviewers tend to agree with the criteria types set up by Relearning by Design: in effect, work is of high quality when it is clear, well planned, and well crafted. Work is of a sophisticated level when it is insightful, competent, and in some cases, masterful (relearning.org).
The would-be teachers at the training session followed up with their own experiences of teachers of writing in middle school or in high school. These experiences covered the gamut from wise enlightened teachers who worked assiduously at making writing an achievable art to those who totally neglected the process or made up their own stringent rules which deterred achievement.
A mutually satisfying experience ended with suggestions from the...
Student Learning: As the society has focused on relegating learning to one percentage score or letter grade for sorting and ranking students, learning is a complex process. Nonetheless, evaluating or assessing student learning has become more complicated because of the increase in the dealing with the purpose behind evaluating student learning. In the past few years, several types of assessments have been developed as part of evaluating student learning in
This is evident in the introverted, shy young man's progress to "owning" the role of Word War I expert in the class. If evaluated only on quantitative metrics, the students' potential would not have been observed and nurtured. Based on these insights the following proposed Balanced Learning Assessment Framework has been created. Balanced Learning Assessment Framework This framework takes into account both the need on the part of educators to balance the
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