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Peer Assessment Literature Review

975 Words4 Pages

This section will provide an overview of the relevant literature related to the topic. The purpose of this section is to explore the background of the topic chosen, look through the work already known about peer assessment and give a summary of existing literature. In general, assessment has two main purposes: a certification purpose and a learning purpose. The former is also known as summative while the latter one as formative assessment. (Liu & Carless, 2006). In the past the first one dominant because assessment was seen as a tool of measuring the level of knowledge, while in the present time the concept of assessment is wider, and it is on all stages of the learning process and sometimes even beyond it. It has happened to our …show more content…

In his article Reinholz (2016) describes peer assessment “as a set of activities through which individuals make judgments about the work of others”. Students can evaluate real or hypothetical work of other students of the same level as they are. That is the difference of peer assessment from peer tutoring. However, according to Bostock (2000) peer assessment could be considered as part of peer tutoring, and it promotes development of important skills as evaluating and justifying. Students except evaluating each others’ work can also provide feedback. “Peer assessment is an umbrella term, encapsulating a number of related activities” (Reinholz, …show more content…

There are some studies conducted to explore what students attitude is towards this process. In 2013 a group of researchers conducted a study to examine students’ perception of peer assessment. A big number of students were enrolled to this study; more than 400 participants did a questionnaire before and after the procedure on their feelings about peer assessment. Results showed students’ positive attitude towards this process; they considered it to be motivating and promoting learning. Llado et al. (2013) points out as the main benefit for participants the fact that they have a chance to learn from their own mistakes and of their group mates. In addition, the researchers believe that ‘the experience provides other important skills for their future professional work, such as being subjected to criticism by others of the same rank and coping with the responsibility of fairly judging the quality of a peer’s work’. Some drawbacks were mentioned concerning the stress and discomfort of being assessed by a group mate. The authors accept this fact and suggest avoiding it by using simple training with students (Llado et al.,

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401 Words | 2 Pages

In Tovani’s Chapter 8, “What Do I Do with All These Sticky Notes?” Assessment That Drives Instruction, the focus is on assessment methods in the classroom. Tovani starts off by introducing a story about her students’ curiosity regarding tests, and she responds by explaining what she expects from her class. Moreover, the chapter explains an educator’s outlook on tests and how they are applied. Aside from the views, the process for selecting assessments is also mentioned.

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495 Words | 2 Pages

Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the

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995 Words | 4 Pages

Field Hocky Evaluation. Why is peer assessment used? Peer assessment is used to help develop your skill by getting positive and negative feed back and you can use what you have been told to change make better what people have already. For example if someone said to a person “ You need to learn how to flip the stick around to keep control of the ball” you could take that and maybe get someone to film you and you could see how you control the ball and change it to make yourself better at the game.

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632 Words | 3 Pages

Peer assessment involves one student assessing the work of another. Self-assessment involves the student assessing their own work. Both methods mean that the students must take responsibility and must understand the assessment process including the criteria being assessed, being fair and objective and giving constructive feedback. Peer assessment advantages could be staff developing better communication skills, as they become more focussed on the assessment requirements, this in turn promotes attention, interaction and involvement.

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489 Words | 2 Pages

The goal in writing is to be able to clearly get your message onto paper and have the reader understand it in a certain way while also being unique and concise. I oftentimes found myself lost before even starting. Throughout my time in English 1010 I have noticed that my writing style has changed, I no longer walk into writing with no direction but rather have taken the techniques and strategies I was taught and used them to develop my own process and a sort of blueprint that I use to make sure that I am writing to the correct people as well as making sure that the message get across clearly. Finally, one of the most significant changes I have made to my own process is having my paper read by someone else. Peer review is an important step in

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560 Words | 3 Pages

It was also launched to ensure that students get accurate evaluation from their teachers. However with time, the co-founders decided to involve students in the process of evaluating and giving feedback so that they can learn from each other's work. So teachers create online assignments and inform students on the criteria for evaluation. Before students hand-in their work peer assessment process takes place first so as to get all necessary feedback. Peergrade is being used in major universities in Denmark and neighboring countries and interested companies can also use their service for free through their website.

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1573 Words | 7 Pages

2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations

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902 Words | 4 Pages

Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning (Black, Harrison, Lee, Marshall, & Wiliam,

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948 Words | 4 Pages

In methods developed by Slavin (1994, 1995), students can earn certificates or other recognition if their average team scores on quizzes or other individual assignments exceed a pre-established criterion (Kagan, 1992). Methods developed by Johnson and Johnson (1994) and their colleagues at the University of Minnesota often give students grades based on group performance, which is defined in several different ways. The

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480 Words | 2 Pages

I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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1190 Words | 5 Pages

In high school, I hated writing essays for my English classes. At first, I did not have a reliable writing process. I would free write a rough draft and turn it in as a final draft. I would also write last minute instead of using the time to create a well-thought essay. I focused more on passing a class rather than boosting my writing skills.

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988 Words | 4 Pages

I think that the structure of working in small groups increased my engagement in the whole process. I felt that the structure of the two components was clear and the style of facilitation helped creating a safe space for developing psychologists. When participating in a reflective group that gives feedback to your work as a psychologist you also experience the influence of the advice on you. It is a brief experience on how you can use the feedback you take from colleagues in a way to improve your work as a

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1455 Words | 6 Pages

Most Efficient forms of the learning process: - Acc. to Lewin, learning is best facilitated in an environment where there is dialectic tension and conflict between immediate, concrete experience and analytic detachment. By bringing together the immediate experiences of the trainees and the conceptual models of the staff in an open atmosphere where inputs from each perspective could challenge and stimulate the other, a learning environment occurred with remarkable vitality and creativity. (Kolb.)  Pillars of an efficient learning mechanism in group settings:- o Feedback:-There was a concern that organizations, groups and relationships generally suffered from a lack of accurate information about what was happening around their performance. Feedback became a key ingredient of T-groups and was found to ‘be most effective when it stemmed from here-and-now observations, when it followed the generating event as closely as possible, and when the recipient checked with other group members to establish its validity and reduce perceptual distortion’ (Yalom 1995: 489). o Unfreezing:-This was taken directly from Kurt Lewin’s change theory.

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1851 Words | 8 Pages

(1995) conducted a study about Collaborative Learning Enhances Critical Thinking, The idea of Collaborative learning in, the gathering and blending of Students with the end goal of accomplishing a scholastic objective, has been generally inquired about and pushed all through the expert writing. The expression "Collaborative learning" refers to a guideline technique in which Students at different execution levels cooperate in little groupings toward a shared objective. The students are in charge of each other 's learning and also on their own. Along these lines, the achievement of one Student causes different Students to be

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760 Words | 4 Pages

Allowing students to evaluate their teachers, will give teachers an incentive to improve on their teaching skills. If teachers know that they are going to be evaluated by their students, they will begin to work twice as hard due to the incentives given to them. For example, a teacher who is lazy and enthusiastic about their job will come to the realization that if they don’t step up their game, they can be terminated and replaced. Essentially, this will lead to students receiving a higher quality of education. As a result,

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