Learning intentions  To understand the role of peer-assessment, self- assessment and self-evaluation in helping students to reflect on their learning.

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    15-Dec-2015

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<ul><li>Slide 1</li></ul> <p> Slide 2 Learning intentions To understand the role of peer-assessment, self- assessment and self-evaluation in helping students to reflect on their learning To consider some strategies for use in the classroom Slide 3 Ian Smith (2004) When there is one teacher and thirty students and all the feedback comes from or through the teacher, there is no hope of providing sufficient good quality feedback. Why promote student reflection? Slide 4 Encourages independent learning - (active | empowered | self-reliant) Increases student self-esteem Develops the capacity to recognise quality Improves student understanding Slide 5 Why promote student reflection? Feedback is in language that the students use Strengthens the student voice in the classroom Can produce valuable feedback Slide 6 The difference between assessment and evaluation Assessment describes activities that enable learners to reflect on WHAT has been learnt and judge it against features of quality Evaluation describes the process learners use to gain an understanding of HOW they are learning its about understanding themselves as learners Slide 7 The difference between correction and assessment Engaging in peer- and self-assessment is much more than checking for errors or weaknesses. It involves making explicit what is normally implicit and thus requires the student to be more active in their learning. The students become more aware of when they are learning and when they are not. - Black &amp; Wiliam: Working Inside the Black Box Slide 8 Preparing students Share learning intentions and features of quality Model the assessment and feedback processes - Try group assessment activities - Use the feedback process to demonstrate how-to - Use effective questioning Build the right climate - Encourage openness about learning - Set expectations for group work. Slide 9 First Find 2 successes with ref to the features of quality Second Find the part of the work which provides most scope for a jump (not simply the worst part). Third Write a short prompt telling the learner exactly what to do to this part of their work. The Gray Day The day hung over us like a wet blanket. The cars shot past on the motorway like marbles thrown across a floor. The leaves hung from the trees like soggy bits of toast. The leaves shone red and gold like a burning fire. The wet ground looked like a slippery, black ice rink. The clouds overhead hung very low. The rain tapped the window like a quiet drum. Learning Intention: To use similes to create atmosphere Features of quality: Compare each object to something else likelike a as..as a as though Can you think of a simile to describe the way the clouds were hanging or moving? Slide 10 The Gray Day The day hung over us like a wet blanket. The cars shot past on the motorway like marbles thrown across a floor. The leaves hung from the trees like soggy bits of toast. The leaves shone red and gold like a burning fire. The wet ground looked like a slippery, black ice rink. The clouds overhead hung very low. The rain tapped the window like a quiet drum. Can you think of a simile to describe the way the clouds were hanging or moving? Fourth provide time to read, process and respond. The clouds moved overhead like the ferry crossing the sea. Learning Intention: To use similes to create atmosphere Features of quality: Compare each object to something else likelike a as..as a as though Slide 11 2 stars and a wishWhat I think about my work My teacher thinks Slide 12 Other Ideas Traffic Lights Thumbs Up Scale 1 5 Graphic organisers Graphic organisers Slide 13 Self-evaluation Self-Evaluation students reflect about how they have learnt Self-Assessment students use features of quality to assess their own work prior to the teacher marking it Self-Evaluation students use self-evaluation questions to prompt reflection during short plenary sessions Early opportunities for development Self-Assessment students reflect about what they have learnt Slide 14 Possible prompts for self-evaluation The most important thing I learned was The way I learned was What I found difficult was What I enjoyed most was What I want to find out more about is What I need more help with is What still puzzles me is Slide 15 Possible prompts for self-evaluation What surprised me was What I have learned that is new is What helped me when something got tricky was What really made me think was I might have learned better if What I would change about this activity to help another class learn is Slide 16 Self-evaluation prompts What did you find easy about learning to ? What do you need more help with? What can you do now that you couldnt do before? What really made you think? What are you most pleased with? The most important thing you learned was Slide 17 Suggested strategies to help make it work Make it routine Give learners the information they need Keep it varied Build it in Focus on strengths Make it lead somewhere Explain it to parents </p>

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