Learning diary entry 4: Peer assesment and feedback

 

Peer Assessment and Feedback

Incorporating peer assessment and questioning into a lesson is a powerful strategy for actively engaging students in their learning process and deepening their understanding. According to Ketonen et al. (2020), students who are proficient in interpreting and using feedback find peer assessment particularly beneficial. When students are skilled at understanding and acting on feedback, they are more likely to appreciate opportunities for enhancing their feedback literacy through peer assessment. Understanding feedback as a learning tool encourages students to derive greater value from peer assessment (Ketonen et al., 2020). Additionally, an important aspect of feedback literacy involves recognizing the worth of feedback from various sources. However, students often undervalue feedback from their peers (Foley, 2013). Ketonen et al. (2020) found that receiving feedback from a peer encourages students to assess its validity and usefulness critically.

In my lesson series on cultural communication styles, I plan to integrate peer feedback as a core component of the learning process. I will start by clearly outlining the objectives for each lesson, ensuring that students understand what they are expected to achieve. Introducing the concept of peer assessment, I will explain its purpose and implementation, focusing on the specific skills or knowledge students should demonstrate. To guide the process, I will model peer assessment, provide examples, and use structured questions aligned with the lesson objectives. Encouraging peer discussions will promote collaboration and the exchange of feedback. I will prompt students to reflect on the feedback they receive, helping them develop metacognitive skills and take ownership of their learning. Finally, I will offer feedback on the peer assessment process itself, highlighting the quality of the feedback provided and suggesting areas for improvement, ensuring that students see peer assessment as a valuable tool for growth and learning in the context of cultural communication.

Visible Learning for Teachers by John Hattie (2012)

In "Visible Learning for Teachers" by John Hattie (2012), four distinct levels of feedback are outlined:

Task-oriented Feedback: This type of feedback focuses on the specific task or activity the student is working on. It provides information about how well the student has performed the task and offers guidance on what steps can be taken to improve.

Process-oriented Feedback: This feedback emphasizes the processes and strategies the student used to complete the task. It highlights the student's approach to learning and suggests more effective methods for tackling similar tasks in the future.

 

Self-regulation-oriented Feedback: This feedback encourages students to monitor and regulate their own learning. It prompts students to reflect on their progress, set goals, and identify strategies for improvement, fostering independence and self-directed learning.

Self-level-oriented Feedback: This feedback helps students gain a deeper understanding of their own abilities and progress in relation to specific criteria and standards. It encourages self-awareness and motivates students by comparing their performance to established benchmarks.

Hattie (2012) also offers strategies for fostering self-regulation in students. As educators, we play a crucial role in developing this skill by encouraging students to set specific, measurable learning goals, thereby empowering them to take control of their educational journey. Throughout this process, we remind students to consistently track their progress towards these goals, helping them to stay focused and motivated.

We assist students in reflecting on their learning experiences, guiding them to identify their strengths and areas for improvement. By providing support and sharing effective learning strategies and study habits, we equip students with the tools they need for academic success. Additionally, we encourage them to actively seek feedback from peers, teachers, and other sources, emphasizing the role of feedback in personal growth and development.

Furthermore, we promote a growth mindset among our students, stressing the importance of effort, persistence, and resilience in achieving success. By nurturing the belief that they can continuously learn and improve, we empower them to overcome challenges and strive for excellence. These combined efforts help cultivate a community of self-directed learners who are motivated, confident, and prepared to achieve their full potential.

Notes on video by Carol Ann Tomlinson (YouTube, 2012)

Students in any classroom exhibit a range of readiness levels, interests, and learning profiles. Readiness refers to the knowledge and skills students bring to a lesson, aligned with the learning objectives. It's important for teachers to challenge students just enough to promote growth while avoiding frustration. Interests are the topics or activities that engage students, which, when tapped into, can significantly enhance motivation and academic success. Learning profiles encompass the unique ways in which students process and interact with information, allowing teachers to tailor their instruction to meet individual needs, making learning both effective and enjoyable. In a differentiated classroom, teachers actively take into account readiness, interests, and learning profiles to address the diverse needs of their students, leading to improved learning outcomes for everyone.

To effectively plan and adapt peer assessment and feedback based on students' readiness levels, interests, and learning profiles, teachers can use several strategies:

Tailor Peer Assessment Tasks: Match the complexity of peer assessment tasks to students' readiness levels, providing the right amount of challenge and support. Pair students with similar readiness levels to ensure equitable feedback and a productive peer assessment experience.

Incorporate Student Interests: Allow students to choose topics and assessment formats that align with their personal interests during peer assessment. This not only increases engagement but also motivates students to provide and receive more meaningful feedback.

Adapt Peer Assessment for Learning Profiles: Customize peer assessment guidelines to accommodate different learning profiles, using visual aids or offering flexible feedback formats. Encourage peer collaboration, particularly for students who thrive in group settings, to deepen their understanding through shared insights.

These strategies ensure that peer assessment is effectively integrated into the learning process, meeting students where they are and enhancing their overall educational experience.

Learning to Teach Foreign Languages in the Secondary School Pachler et al. (2013)

There are distinct differences between marking, assessing, and evaluating in education. Marking involves the teacher making judgments about a student's performance on specific tasks, typically using established criteria, rubrics, or marking schemes. Assessing refers to the systematic collection of data on student achievement and progress over time. Evaluating, on the other hand, is about determining the effectiveness of teaching strategies or interventions, measuring how well specific learning objectives have been met.

Students can be meaningfully involved in the assessment process through self-assessment and peer assessment. They begin by evaluating their own work using personalized checklists and criteria, then move on to assess their peers' work with the same criteria. Afterward, they re-evaluate their own work in light of the peer feedback received, before the teacher conducts the final assessment. To ensure students understand the process, the teacher should clearly share the assessment criteria and demonstrate the process with an example that does not involve the current group.

End-of-unit profiles or can-do checklists provide students with opportunities to reflect on their progress and set new learning goals. These resources, commonly found in coursebooks, help students monitor and guide their own learning.

At my school, the upper levels use the coursebook "Of Course," available in both paper and online formats. The online version includes a feature called "Versterk Jezelf," which allows students to identify grammar areas they need to improve and offers targeted exercises for practice. This tool empowers students to take control of their learning and focus on areas where they need additional support.