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8/10/2019 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.
8/10/2019 Self Assessment and Peer Feedback FINAL OCT 2012
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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.
8/10/2019 Self Assessment and Peer Feedback FINAL OCT 2012
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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,>*->>.
8/10/2019 Self Assessment and Peer Feedback FINAL OCT 2012
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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