Self Assessment and Peer Feedback FINAL OCT 2012

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  • 8/10/2019 Self Assessment and Peer Feedback FINAL OCT 2012

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    Engaging students in self#assessment

    Both in class and out of class there are many opportunities for engaging students in self-assessment. These

    include using checklists, cover sheets and feedback requests for self-assessment prior to submission.

    )sing checklists

    rocess

    (tudents are asked to check their own work

    against a checklist developed from the assignment

    guidelines and to submit it together with the

    assignment.

    )sing co%er sheets

    rocess

    Students are asked to respond to a range of

    self-reective questions on their assignment,

    identifying how and where in the assignment

    they have responded to the list of markingcriteria.

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    Feedback re/uests

    rocess

    (tudents are asked to identify one or two specific

    areas they would like feedback on. #his can beadded to the checklist and)or the cover sheet or

    used as a standalone activity.

    eer feedback

    )% eer feedback we mean a communication rocess through which learners enter into dialogues related to erformance and

    standards.#

    'iu and %arless, *++

    How does peer feedback support student learning?

    It enables the development of critical reflection skills and the ability to give constructive feedback to peers.

    It enables students to gain initial feedback on their work, and in a timely manner, that they can respond to in future

    assignments.

    It enables students to engage with assessment criteria and internalise them for application in their own work.

    Engaging students in eer feedback

    Both in class and out of class there are many opportunities to engage students in peer feedback. ote that peer feedback is about

    students providing constructive comments on a peer"s work it does not involve awarding of marks but is a formative step prior to

    submission of a piece of work.

    Co%er sheets

    rocess

    Students are asked to use an e!panded

    cover sheet which includes a range of

    reective questions on a piece of work.

    They discuss with each other the relative

    strengths and weaknesses of their

    submission, and where they need to improvein future.

    They can also be asked to annotate their

    cover sheets with the comments they receive

    0ationale

    #he peer discussion enables students to develop

    critical reflection skills as well as engaging them more

    fully with the marking criteria for assessed work.

    #he articulation of the feedback, be it written or

    verbal, provides an opportunity for students to

    evaluate their on-going learning process.

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    This note is a%ailable in electronic format and$ on re/uest$ in alternati%e formats. lease contact tlc1lse.ac.uk#he 'ondon (chool of &conomics and /olitical (cience is a (chool of the 0niversity of 'ondon. It is a charity and is incorporated in &ngland as a company limited by guarantee under the

    %ompanies Act 2eg o 3+*34.

    5esign6 '(& 5esign 0nit www.lse.ac.uk)designunit4.

    /ublished by '(& #eaching and 'earning %entre, 7ctober *+1*

    Feedback re/uests

    rocess

    (tudents are asked to identify one or two specific

    areas they would like feedback on for a particularpiece of work from a peer or peer study group. #his

    may include an essay, a presentation, a problem

    set and)or a research proposal.

    0ationale

    (tudents engage in a peer dialogue around specific

    aspects of their work that they would like feedback on.

    #he discussion develops students" ability to give

    constructive feedback to peers.

    (ther feedback otions

    rocess

    (tudents are asked to develop the criteria by which

    formative assignments e.g. a presentation, a

    poster presentation or a blog or web-derived

    bibliography4 are assessed, either by peers4 and)or

    the teacher.

    0ationale

    This allows students to clarify e!pectations on

    a given assignment, encouraging students to

    take responsibility for their learning.

    &o! can learning technologies suort eer feedback rocesses'

    8any of the above suggestions for feedback can be supported online through 8oodle. &!amples of whole or sections of

    essays strong, average and weaker ones4 can be posted on 8oodle for students to peer-mark or discuss using the forum

    options.

    Alternatively, students can post their essays on 8oodle and other students can be asked to comment on them using a cover

    sheet to frame the feedback. (ome class time can be spent reviewing the comments. 8oodle allows students to continue the

    process of active learning outside the classroom.

    "S#-i$c following "S

    Further reading and resources

    Boud, 5. 1994, &nhancing learning through self-

    assessment, 'ondon, ogan /age.

    Brown, (. *++:4, Assessment for learning, &earning and!eaching in Higher *ducation' 1, ;1-;9.

    'iu, . 4,>*->>.

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    6 /reparing e!amination papers and preparing students

    for e!aminations e best use of pro-forma for essay

    :6 8aking best use of pro-forma for essay feedback

    6 iving collective feedback on e!ams

    6 iving feedback on oral presentations

    36 iving feedback on Cuantitative work

    All otes of uidance are available at available at the

    2esources page of the '(& #eaching and 'earning

    %entre website lse.ac.uk)tlc4.

    (ign up for news, resources, features and

    more at '(&"s new teaching blog D

    lse.ac.uk/teachingblog

    http://www.lse.ac.uk/tlchttp://www.lse.ac.uk/tlc