Thrive Reflection 3 - Peer Assessment for Sec 1

In the review of literature of peer assessment conducted within the context of secondary school, the following are design principles for peer assessment. 

  1. Start with a simple assessment task with objective response and gradually move to a complex task with subjective responses
  2. Provide calibrated scaffolding based on learner’s ability and complexity of the task
  3. Assign individuals to assess 3-4 work with reasonable assessment load and calibrated scaffold
  4. Consider Learners characteristics and skills before taking on face-to-face collaborative peer assessment
  5. Monitor student rating and feedback, their responses and emotions during enactment over time

Based on the design principles, I would like to know more about this year.

(1) the effect of the content of feedback given by peers – look at what they had written down for their peers.

(2) The effect of providing feedback – look at what they think about when giving feedback

(3) The effect of receiving feedback – look at what they do after feedback

(4) The role of agents: teacher, students, technology and task for peer feedback to work

(5) Characteristics of students in terms of ability and motivation

(6) How teachers design a safe environment for feedback and monitor the process

(7) How technological affordance can be used to the environment for feedback

(8) The complex process of implementation peer feedback.

Starting with sec 1, I had designed peer assessment in consideration of some of the guiding principles  

Task: Students to provide feedback (suggestion on how to improve the shape using random line

Characteristic of learner observed: 1P - A few students who are hyperactive students was observed in my first lesson but they were behaviorally engaged during peer assessment.

Scaffold: A worksheet for students to give comments

To what extent student is able to provide suggestions for their own learning after evaluating others’ work? was what I am interested to find out. However, I am faced with issues. Only 2 out of 15 is able to make the correct evaluative judgement of the “worst and best” design immediately after instruction by writing down in words their evaluation of their friend's work. One student was not even able to identify the best and worst designs.

So what could have gone wrong and how the design principles can be refined.
(1) Evaluation is at a higher-order thinking skill, there is a need for different types of the scaffold the process. Step-by-step worksheet to make a judgement from MCQ to open-ended questions, Prompts, Induction on how to judge
(2) There is no control in what they evaluate as what their peer has drawn is quite diverse. So each student is evaluating the work of others without a range. Thus, Principle No. 3 cannot be ignored even at the early stage. What I can do now is to redesign a worksheet for students to evaluate a typical students design.

The elaborated principles are as follows from this try-out:
  1. Start with a simple assessment task with objective response and gradually move to a complex task with subjective responses
  2. Provide synthetic scaffolding based on learner’s ability and complexity of the task
  3. Assign individuals to assess 3-4 work with reasonable assessment load and calibrated scaffold. Start with generic examples rather than peers’ work.
  4. Leverage of technology for real-time monitoring of student rating and feedback at the start. Track their responses and emotions during enactment over time.
  5. Consider Learners characteristics and skills (subject mastery, thinking and language) before taking on face-to-face collaborative peer assessment





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