Методика пособие готовый вариант docx
Developing self and peer assessment
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Методика пособие готовый вариант docx
| 2. Developing self and peer assessment.
The starting point for introducing peer assessment is to model the process, that is acting as a role model, explaining and demonstrating how it should be done. For example, showing how to give constructive feedback (detailed comments, objective focus, etc.) both verbally and through marking. A good way of doing this is to use examples of work from anonymous pupils (e.g. from a previous year or another school), modelling the type of constructive feedback that might be given or providing a list of questions that pupils might ask. This allows pupils to become accustomed to the process before they are asked to evaluate and comment on the work of their classmates. Pupils need to be supported in giving effective feedback, helping them to understand the different types of feedback that can be given and how each type can help others to improve their work. Whole-class marking can also be useful as it allows for discussion and sharing of ideas in a secure environment. Having assessed the work of others, pupils will find it easier to identify weaknesses in their own work and to see how they can make improvements. They should be encouraged to reflect on their own development and progress, comparing their current work with that produced previously and with their own personal targets. Showing examples of work that do and do not meet the success criteria can help pupils to understand more fully what is required and to reflect on the things they need to do in order to improve. Looking at the work of others can also help pupils to understand the different approaches they could have taken and to appreciate that there are different ways of achieving success. Pupils generally enjoy supporting one another in their work but both self and peer assessment need to be managed carefully. Following any self-assessment activity pupils should be given sufficient time and opportunity to make improvements. A potential danger of pupils comparing their work with others is that some pupils may be excessively or insufficiently challenged and become demotivated. It is therefore important that pupils understand that everyone’s learning journey may be different. It is also important that pupils can admit to areas of weakness without risk to their self-esteem. There are lots of ways for pupils of different ages to indicate their confidence or familiarity with a particular concept or topic and to articulate where they are in relation to learning objectives and success criteria жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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