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Assessment Processes (Peer-assessment in the English classroom) - Coggle…
Assessment Processes
(Peer-assessment in the English classroom)
Alignment
Institution
"Aplica evaluación formativa, con información cualitativa y cuantitativa" "Informes descriptivos y cuantitativos"
My values
"I trust the power of formative assessment"
Peer-assessment should be implemented in the classroom
(between students and teachers)
I want to implement and improve my formative assessment practices.
Expected benefits for students
It focuses on learning during the process rather than the result of the process.
It allows teachers and students to use information to improve learning outcomes.
It has proved to promote students' agengy
Autonomy
Self-regulation
Self-motivation
Metacognition
Informed changes
Potential challenges
From the teachers
They may feel they are loosing control over assessment
Authority balances
They could feel judged by collegues
From students
Students have shown willingness to received peer-assessment
They would need feedback literacy
Sometimes, they don't know how to interpret FB
They don't know how to provide it
From the community
They may feel the teacher is lazy or not doing their job
They will question teachers' practices
They could percieve assessment as a "joke"
Resources
Teachers' training on how to do it efectively
Students feedback literacy training/modeling
Form to fill-in for the feedback, where teachers and students can provide it
It should also contain clear instructions on how to write it
Effectiveness
Formative Assessment
Using the dialogues that emerges from feedback to make improvements
Self-assessment: Students and teachers should take some time to reflect and introspect the feedback
The teachers and students can assess the feedback received: was it pertinent? was is useful? was it meaningful?
What other's have done before me
Gonzalez-Torres & Sarango (2023)
Effectiveness of teacher and peer feedback in EFL writing
Murad Mohammed Majed
Employing Peer Feedback
Black & Wiliam (1998, 2009)
Peer-feedback for self-regulation
Carless (2015, 2016, 2020)
Feedback literacy
Peer dialogue and Teacher peer feedback
Impact
Student agency and autonomy
Building a culture of dialogue
Enhancing collaboration among teachers and Peer learning among students
Redistribution of power and authority
Feedback mechanism
Feedback loops
feedback is used, not just given
Evaluative judgment
justify ones judgments against criteria
Monitoring self-regulation
Post-feedback interviews/dialogues
Support and professional development
Feedback literacy
Assessment design skills
Prpfessional learning community
Feedback culture
