PEER- AND SELF-ASSESSMENT Broadening Horizons Acknowlegement I wish to express a debt of gratitude to the School of Education Studies, Dublin City University,

PEER- AND SELF-ASSESSMENTPEER- AND SELF-ASSESSMENT

Broadening Horizons Broadening Horizons

Acknowlegement

I wish to express a debt of gratitude to the School of Education

Studies, Dublin City University, for supporting this research

Dr Kathy Harrison [email protected]

http://doras.dcu.ie/16622/ (Thesis link; under Catherine Harrison)

http://doras.dcu.ie/16622/

Dr. Kathy Harrison Peer- and Self-Assessment

Sustainable Assessment Sustainable Assessment

‘can be defined as development that meets the needs of

the present without compromising the ability of students

to meet their own future learning needs’ (Boud, 2000: 152)

Sustainable assessment for lifelong learning calls for

the valuing of learning continuously throughout the life

of the learner


Lifelong Learning/AssessmentLifelong Learning/Assessment

A paradigm shift in assessment thinking


Peer- and Self-AssessmentPeer- and Self-Assessment

The four characteristics of a democratic educative environment:

1) respect for personality;

2) participation in decision making;

3) freedom of expression and availability of information; and

4) mutuality of responsibility in defining goals,

planning and conducting activities, and evaluation. Knowles (1990:101)


Culturally Responsive Teaching uses cultural knowledge, prior experiences,

performance styles of diverse students to make learning more appropriate, effective

teaches to, through strengths of studentsGay (2000)

Holistic Curriculum focuses on broad sphere of learning, catering for

learner’s educational, personal needs reflects learner’s culture, community, experience views student as self-directed, self-motivated learner core objective: prepare learner for life of learning, not

terminal, end-of-learning examinationDepartment of Education and Science (2000: 30, 31)

Culturally Responsive EducationCulturally Responsive Education


Teachers’ multicultural competency is becoming an increasingly vital element in educational curriculum delivery across European countries … (Vassallo, 2012:3)

… a culturally competent person - someone with “the possession of cultural knowledge and skills of a particular culture to deliver effective interventions to members of that culture ” (Sue et al., 1998)

Culturally CompetentCulturally Competent


The Affective Domain of LearningThe Affective Domain of Learning

Emotional IntelligenceEmotional Intelligence

FeelingsFeelings

RelationshipsRelationships

In satisfying the assessment brief, educators can forsake the relational, concentrating on acquisition and assessment of knowledge and skills

Culturally Responsive AssessmentCulturally Responsive Assessment


TraditionTradition

NCCA Submission to the National Strategy for Higher Education (2009)NCCA Submission to the National Strategy for Higher Education (2009)

an original aim of Leaving Cert: recognise achievement displaced by competition for points

Accepted that:

rote, shallow learning not an aim of 2nd-level education perception – rote learning needed to maximise points

balance between assessment as a selection tool and assessment as a learning methodology is out of balance


‘while equitable in the transparency and incorruptibility of the assessment and selection process [Irish School Leaving Certificate], it promotes significant inequity through the capacity of the more advantaged to game the system’.

MacCraith et al (2012)

external [summative] assessment ‘can … have detrimental effects on teaching and learning. The risk is that teachers may end up focussing on test-taking skills, especially when high stakes for their students are attached to the test results’.

OECD (2009)

TraditionTradition


[Assessment] is neither responsive nor sensitive at the moment … we are trained … to get students through a particular examination … It’s just so related to Irish culture … every child no matter where they come from is assessed on the very same model and it’s all about points … dictated by the Leaving Certificate – that filters down from the top to the very bottom and … we treat our students like numbers

Teacher, Secondary School: Urban

Assessment and Cultural DiversityAssessment and Cultural Diversity


I do not believe that we are trained to take into account the diversity of cultures … we have one blunt tool … whether you’re from China or Carrick-on-Shannon

Teacher, Secondary School: Urban

Standardised testing lacks sensitivity … that’s where the other cultures fall down … they may not show their worth

Teacher, Elementary School

Cultural DiversityCultural Diversity

TraditionalTraditionalAssessmentAssessment

PeerPeer-- and Selfand Self--AssessmentAssessmentculturally responsiveculturally responsive

Eq

ua

lityE

qu

ality

Acce

ssA

ccess

Inclu

sion

Inclu

sion

So

cial

So

cial

Justice

Justice

rigid inco

mpatib

le w

ith cu

ltura

lly resp

onsive

asse

ssment

inco

mpatib

le w

ith cu

ltura

lly resp

onsive

asse

ssment

constructivist (Bruner, 1996)

static holistic, dynamic demotivates motivates

isolation interdependence competitive collaborative

self interest teambuilding static, finished sustainable

indifference empathy silence communication

self pursuit shared learning authoritarian shared responsibility

singular identity pluralist

one-size-fits-all individual recognition

Comparison of Traditional Assessment with Peer- and Self-Assessment Comparison of Traditional Assessment with Peer- and Self-Assessment Focus on Cultural Responsiveness Focus on Cultural Responsiveness



ResearchResearch

CONTEXT: small groups, 9-70+ yrs, rural & urban

DATA GATHERING: focus group, individual interviews; questionnaire; informal discussions; observation

METHODOLOGY: Phenomenological Interpretative & Grounded Theoretical Analysis

Husserl (1931), Glaser and Strauss(1967)


Broadening HorizonsBroadening Horizons

Peer- and Self-Assessment DesignPeer- and Self-Assessment Design

influenced by Brown and SmithBrown and Smith (1997)(1997), RaceRace (1998)(1998), BrownBrown et al et al (1997)(1997) and BiggsBiggs (1999)(1999), and especially Lejk and Wyvill Lejk and Wyvill (2002)(2002) with their discussion on holistic and category-based approaches


Stages in AssessmentStages in Assessment

Introductory presentationIntroductory presentation to learners P&SA concept, guide, P&SA ethics

sample criteria, assessment format

Group selectionGroup selection of own assessment criteria

WorkshopWorkshop: P&SA process with learners’ criteria

Practice run P&SAPractice run P&SA

Conducted P&SAConducted P&SA



Assessment – Feedback and Marking: Feedback (formative)

Provided under agreed criteria within each group

Marking (summative) 0 – no(none) contribution whatever 1 – poor: little contribution of poor quality 2 – fair: quality and extent of contribution average 3 – good: contributed well, with good quality 4 – excellent: contributed fully, with high quality



SELF/PEER FEEDBACK

Peer- and Self-AssessmentPeer- and Self-Assessment - - FormativeFormative assessment component assessment component

Punctual - getting the work done on time excellent

Good attitude to work - putting in strong effort excellent

Honest - open and honest feedback with each other excellent

Share responsibilities - everyone does the same amount of work

excellent

Quality work excellent


Tutor Mark 76 x Your Self/Peer Mark 38Mark = = 73/100

Highest Mark in Group 40

Exemplar of Exemplar of summativesummative assessment component assessment component



Self- and Peer AssessmentSelf- and Peer Assessment – in Higher Education

Studentcohort

AssessmentType

% marks: teacher

% marks:

P&SA

Yr 1 undergraduate Individual assignment/group presentation 90 10

Yr 1 undergraduate Individual assignment/ group presentation 80 20

Final year undergraduate

Individual assignment/ group presentation 80 20

Undergraduate students responses (two years/classes): was Peer and Self Assessment ‘helpful’ during a group work project (percentage of responses)

Opinions of students on whether P&SA was helpful in group work activities

did not help, 12%

helped, 88%

Opinions of students on whether P&SA was helpful in group work activities

helped, 88%

did not help, 13%

Survey - Peer and Self Assessment of Group-Based Activity

2006-2007 2007-2008

cooperation33%

motivates53%

reflection on others23%

self-reflection21%

fair19%

friendships23%

unfair2%

uncomfortable12%

unfair 7%

friendships 4%

reflect on others 7%

self-reflect 11%

motivates 11%

confidence 11%

fair 33%

cooperation 22%

uncomfortable 4%

Survey

Student Opinion: How Peer and Self Assessment of Group-Based Activity Helped/Was Unhelpful

Helpful traits. Unhelpful traits. Traits listed by % opinions given – note that numbers add to more than 100% as each student may have listed several traits.

Benefi

tsB

enefi

ts

Motivates + ++ +

+ ++

+ ++ +

+ ++ +

+ ++ +

+ ++ +

+ ++ +

+ ++

+ ++ +

Builds confidence + + ++ ++ +

+ ++ ++ +

+ + + + ++ ++ +

Fosters cooperation and interaction + + + ++ ++ +

+ ++ ++ +

+ ++ +

++ ++ +

Facilitates self direction and reponsibility + ++

+ ++ +

+ ++ +

+ ++ +

+ ++

+ ++ +

Promotes self awareness, reflection + + + + ++ ++ +

+ ++

+ ++ +

Gives control, empowers learners + + + + + ++ ++ +

+ ++ +

+ ++

+ ++

+ ++

Can foster honesty, builds objectivity + + + + + + + + + +

Provides practice in judging and assessing

+ + + + + + + + +

Encourages learning from peers + + + + ++ ++

Assessment method fair/unfair + ++ ++

+ + + ━+ +

━+ +

+ ++ +

+ ++ +

Preparation for future education + + + + +

Issues

Issues

Peer mark can be biased by relationships

+ + + ++ ++ +

+ ++ +

+ ++

+ + +

Anxiety, difficulty marking self ++ ++ +

+ + + +

Discomfort marking peers + + + + ++ ++ +

Need more time, preparation, experience + + ++ ++ +

++ ++ +

+ ++ +

Appropriate educational level: P S S S P P/S S P KEY

:

All/almost all

+ +

+ +

Most

+ ++

About half

+ +

Some

+

None/fewP = primary S = secondary

Traditional AssessmentTraditional Assessment Peer- and Self-AssessmentPeer- and Self-Assessment

Teaching style AuthoritarianAuthoritarian Collaborative/interdependentCollaborative/interdependent

Teacher during learning

directs syllabus, pace, assessment criteria

discusses syllabus, suggests pace, agrees assessment criteria

Learner during learning

passive recipient, focus on satisfying teacher, exam brief

engaged, learns around syllabus (to enable discourse with peer markers), shares responsibility for learning and assessment

Teacher during assessment

reflects on all learners’ performance, marks all, distributes result

marks agreed portion, facilitates peer grading, distributes result

Learner during assessment

submits to assessmentreflects on own and peer performance, grades self and peers, shares feedback

Formativeteacher questions, gives feedback, prompts reflection

peers discuss, reflect on, assess each other’s work, draw on teacher for support, as resource

Summative ‘authority’ gradesTeacher, peers grade (agreed split, e.g. teacher grades product, learners grade process); share authority, teacher validates (arbitrates)

Unintendedlearning

conformity, dependency

critical thinking; judgement; reflection; independent, self-directed thinking; initiative; responsibility; accountability



Assessment Assessment forfor learning learning – – using classroom assessment as a tool to improve learning

Key features of using assessment for learning opportunity to use peer-peer- and self-assessmentself-assessment enable learners to become

involved in assessing their own learning responsible for their learning more engaged more self-directed

The essence of assessment for learning – effective use to improve the quality of learning experience

Crucial element in using assessment for learning – extent to which child is actively involved in learning

NCCA (2004:24,25; 2010: 60)


Working with others enhances peer learning [With] many perspectives, broadens one’s point of view P&SA increases self-confidence … each takes part in

discussions and decisions, speaks, is listened to, listens in turn, considering points of view of others

Working collaboratively in a group and input into assessment criteria allows fairer assessment of people with skills other than academic … e.g. social, collaboration, research skills

The criteria choice and the assessment promote the learning of responsibility, which is strengthened with practice

Teacher, Higher EducationTeacher, Higher Education


I CAN THINK FOR MYSELFI CAN THINK FOR MYSELF

We learn more for when we get older and go We learn more for when we get older and go into secondary school and college and all. into secondary school and college and all. We’ll know a lot if we’re doing that again. We’ll know a lot if we’re doing that again. We’ll know how to give the marks … because We’ll know how to give the marks … because you mightn’t want the teacher’s mark. You you mightn’t want the teacher’s mark. You might want your own mark and your might want your own mark and your classmates mark.classmates mark.

Primary SchoolPrimary School



I CAN VOICE MY OPINIONI CAN VOICE MY OPINION

You felt like you could speak up - You felt like you could speak up - voice your own opinions ‘Oh, I think voice your own opinions ‘Oh, I think we should put that there or I think we we should put that there or I think we should, so this’ - whereas other times should, so this’ - whereas other times you’d be less confident because you you’d be less confident because you just didn’t think that people would just didn’t think that people would listen to you, but this time you knew listen to you, but this time you knew they would.they would.

Second LevelSecond Level



I CAN SHARE CONTROLI CAN SHARE CONTROL

It’s putting more power in the It’s putting more power in the students’ hands … they prefer if they students’ hands … they prefer if they had their own grade … they will work had their own grade … they will work harder and they’ll have a grade from harder and they’ll have a grade from the teacher as well.the teacher as well.

Early School LeaverEarly School Leaver



I CAN LEARN FROM ASSESSMENTI CAN LEARN FROM ASSESSMENT

Students evaluating themselves - no harsher critic than Students evaluating themselves - no harsher critic than yourself … there were a few times when I thought I should yourself … there were a few times when I thought I should have done a little bit more and I was left extremely have done a little bit more and I was left extremely disappointed … when it actually came to me evaluating disappointed … when it actually came to me evaluating myself it wasn’t so easy to do – why didn’t I? – because it myself it wasn’t so easy to do – why didn’t I? – because it is so important to me this course. Why didn’t I pull my is so important to me this course. Why didn’t I pull my weight like? I couldn’t see any reasoning behind that one weight like? I couldn’t see any reasoning behind that one so therefore, I was very disappointed, but motivated next so therefore, I was very disappointed, but motivated next time to pull up my sleeves and try harder.time to pull up my sleeves and try harder.

Higher EducationHigher Education



I CAN FEEL VALUEDI CAN FEEL VALUED

‘‘If you’re studying for something it’s nice to If you’re studying for something it’s nice to have an assessment at the end of it. It’s nice have an assessment at the end of it. It’s nice to know what you’ve done and how you’ve to know what you’ve done and how you’ve progressed’.progressed’.

‘‘You can be assessed at this stage and you You can be assessed at this stage and you really want to be because you want to know, really want to be because you want to know, well am I good for anything?’well am I good for anything?’

Senior LearnerSenior Learner



Innovative, holistic assessment Innovative, holistic assessment forfor and and ofof learning learning

Learning methodology: supports Learning methodology: supports SelfSelf

Self AwarenessSelf Awareness Self ReflectionSelf Reflection

Create sustainable lifelong teaching and learning Create sustainable lifelong teaching and learning methodologiesmethodologies

Encourage an Encourage an interdependentinterdependent, , collaborativecollaborative and and inclusive inclusive approachapproach

Promote principles of social justice:Promote principles of social justice: democracy, democracy, equality equality andand inclusion inclusion



Teacher = partner (giving Teacher = partner (giving guidanceguidance not not directiondirection))

Student involved in decision-making: Student involved in decision-making: has has voicevoice

Development based on Development based on self-relianceself-reliance not not over-reliance on authorityover-reliance on authority



I AM IN CONTROL OF MY DESTINYI AM IN CONTROL OF MY DESTINY

Self- and Peer-Assessment … being Self- and Peer-Assessment … being more in control of the destiny of your more in control of the destiny of your education mark, I think is not something education mark, I think is not something an awful lot of people are used to.an awful lot of people are used to.

Further EducationFurther Education



… … all high-flyers had a teacher, as did most all high-flyers had a teacher, as did most of those unfortunate individuals who never of those unfortunate individuals who never took off because their teachers never took off because their teachers never enabled them to do so! … Always remember enabled them to do so! … Always remember that in choosing to become a teacher you that in choosing to become a teacher you have acknowledged your own responsibility have acknowledged your own responsibility to meet the to meet the personal, social and intellectual personal, social and intellectual needsneeds of every pupil in your care, day upon of every pupil in your care, day upon day, year upon year.day, year upon year.

Taylor (1998: 218)

Duty-of-CareDuty-of-Care


ReferencesReferencesBiggs, J. (1999) Teaching for Quality Learning at University: What the Student Does. Buckingham: Society for Research into Higher Education; Open University Press

Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society Studies in Continuing Education. 22 (2) 151-167

Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Student Learning in Higher Education. London: Routledge

Brown, S., and Smith, B. (1997) Getting to Grips with Assessment. SEDA Special No.3. Birmingham: Staff & Educational Development Association

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press

Glaser, B. and Strauss, A. (1967) The Discovery of Grounded Theory. Chicago: Aldine

Husserl, E. (1931) Ideas Pertaining to a Pure Phenomenology and to a Phenomenological Philosophy. (Gibson, W. R. B. trans.) New York, NY: Collier Books (reprinted 1962) [Originally published London: Allen & Unwin (1931) Translation of Ideen zu Einer Reinen Phänomenologie und phänomenologischen Philosophie (1913)]

Knowles, M. S. (1990) The Adult Learner: A Neglected Species. (4th Ed.) Houston, Texas: Gulf Publishing

Lejk, M. and Wyvill, M. (2002) Peer-assessment and contributions to a group project: student attitudes to holistic and category-based approaches. Assessment and Evaluation in Higher Education 27 (6) 569-577

MacCraith, B., Browne, J. J., Nolan, P., Prendergast, P., Murphy, M., Brady, H., Barry, D. and Costello, N. (2012) Communication from the IUA Council to Minister for Education and Skills [online]. Irish Universities Association. Available from: www.iua.ie/press-publications/publications/iua-submissions/ [Accessed 15th May 2013]


ReferencesReferencesNational Council for Curriculum and Assessment (NCCA) (2004) Assessment in Primary Schools. Dublin: NCCA

National Council for Curriculum and Assessment (NCCA). (2010) Innovation and Identity: Ideas for a new Junior Cycle. Dublin: NCCA

OECD (2009) Evaluation And Assessment Frameworks For Improving School Outcomes Common Policy Challenges http://www.oecd.org/edu/school/46927511.pdf

Submission to the National Strategy for Higher Education [online] (2009) National Council for Curriculum and Assessment (NCCA). Available from: www.ncca.ie/en/NCCA_submission_to_the_National_Strategy_for_Higher_Education.pdf [Accessed 21 February 2011]

Sue, S. (1998) In search of cultural competence in psychotherapy and counseling. The American Psychologist 53 (4): 440-448

Taylor, B. (1998) Accountability: a practical guide. In Cashdan, A. and Overall, L. (eds.) Teaching in Primary Schools. London: Cassell

Vassallo, B. (2012) Am I Culturally Competent? A study on Multicultural Teaching Competencies among School Teachers in Malta The Journal of Multiculturalism in Education 8, (3) [online] Available from www.wtamu.edu/journal/volume-8-number-3.aspx#11


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Documents

PEER- AND SELF-ASSESSMENT Broadening Horizons Acknowlegement I wish to express a debt of gratitude to the School of Education Studies, Dublin City University,