Showing Proress. Peer/Self Assessment: Learning and Teaching should be Flexible. Peer Assessment is where a pupil’s work is judged by fellow pupils. Self Assessment involves pupils making judgements about their own work. These strategies involve more than using marking keys, but give opportunities for exploration of the fundamentals of the assessment process, including various types of evaluation. Points Arising from Research Inside the Black Box (See section on Formative Assessment) by Black and Wiliam emphasises peer- and self-assessment as key techniques: “If formative assessment is to be productive, pupils should be trained in self-assessment so that they can understand the main purposes of learning and thereby grasp what is to be achieved”.
Key Elements of Peer - and Self-Assessment Benefits of Peer Assessment Criteria and Targets Self assessment Practical strategies Research and Development How does your current practice relate to the advice from research? Can you identify aspects of your current practice which show some of the principles at work?
Further Reading. Some Insights into Peer Assessment | LTiA Issue 4 | CeLT | MMU. | View this article as a .pdf file | Dr A. Mark Langan and Dr C. Philip Wheater Department of Environmental and Geographical Sciences Can students assess students effectively? Some insights into peer-assessment. Can naïve markers evaluate their peers? Current thinking There is a growing volume of pedagogical and practical arguments that has been advanced to support peer-assessment by students in higher education (e.g.
The classes that are needed to support such initiatives can lead to interactive lessons with detailed reflection on recently completed assessments. So why aren’t we all doing it? Although peer-assessment may be a quicker, more comprehensive learning process in some ways, there are of course pitfalls. What works? The success of peer-assessment schemes depends greatly on how the process is set-up and subsequently managed. Case Study 1. Student marks (i.e. students assessing their peers) correlated strongly with tutor marks (i.e. high precision).
Case Study 2. Conclusions. Selfandpeerassessmentdylanwiliam. Peer and self-assessment - Engage in Assessment. Different ways to assess your students - Engage in Assessment. The nature of assessment is known to affect students' approaches to learning1 and research has shown that students are more likely to adopt 'surface' rather than 'deep' approaches to learning if regurgitation of knowledge is the main criterion actually being assessed2. But assessment satisfies a number of different purposes in addition to student learning, such as classifying achievement, quality assurance and supporting lifelong learning. In an ideal world the assessments that you use across a degree programme should be sufficiently diverse and balanced to support these different (and diverse) purposes. There has to be a better way... The nature of assessment can also have a significant impact on your working life. Do you find yourself bored to tears when it comes to setting and marking that pile of 50 essays on your desk?
Do you get wrapped up in cases of academic misconduct when your time would be better spent writing grant proposals? References Brown, S. Make students mark. When students assess one another's practical work, they gain insight into the material while staff gain time, argues Ian Hughes. Practical work is a key part of degree courses in biological sciences. It teaches students how to plan experiments, handle equipment, manipulate biological materials and gather data. They learn about safety, accuracy and biological variation. Finally, they write up their results.
This write-up occupies considerable student time, and an instructor with large classes can spend many hours marking a metre-high pile of lab books. Is this time well spent? The following snippet of conversation I overhead between two students suggests it may not be: "What d'you get? " What is missing is any recognition of the comments and feedback that I had spent several hours writing. Assessment of student write-ups should be accurate, efficient, reproducible and related to the learning objectives.
One solution may be peer assessment, basically students marking other students' work. Embracing your inner geek. What if money was no object? Fast Exercises To Find Your Purpose And Passion For Work. Sunday night, crammed into an airplane seat, tired, with a headache banging through my forehead, I feel miles away from the topic I planned to write about this week: passion. But I’m going to give it a shot because I’m armed with reams of notes and if I can connect to my passion now, I can do it any time I want. Finding your passion is an essential ingredient of winning armies, companies, and individuals. It is not a soft nice-to-have, but a strategic requisite.
How can you rapidly connect to your passion and purpose? Want It Carl von Clausewitz talked about the strategic power of passion and Sun Tzu underscored its importance as well. Soldiers who care about their cause fight harder. Their passion invites support. Mihaly Csikszentmihalyi, the psychologist who coined the term “flow,” describes it as “the feeling of total engagement in the activity so that you don't notice anything outside of what you're doing. " Find It So, hopefully you want it now (I do!).
1. 2. 3. 4. 5. 6. 7. 8. 9. Five Creativity Exercises to Find Your Passion. Benjamin Disraeli, a 19th century British Prime Minister, once said, "Man is only great when he acts from passion. " For today's aspiring entrepreneur, exploring avenues of creativity to find your passion is likely the quickest route to increase your chances of launching a successful business. Where to start? Here, five exercises to help you uncover your passion. Exercise 1 - Revisit your childhood. What did you love to do? Levit suggests making a list of all the things you remember enjoying as a child. "Research shows that there is much to be discovered in play, even as adults," Levit says. Revisit some of the positive activities, foods and events of childhood.
Exercise 2 - Make a "creativity board. " "The idea behind this is that when you surround yourself with images of your intention -- who you want to become or what you want to create -- your awareness and passion will grow," Michalko says. Related: Bridging the Gap Between Passion and Profits Related: An Introduction to Business Plans. Ways to Embrace Your Passion, Make it Practical, and NOT Problematic | Identity. Maureen Anderson: 5 Ways to Find Your Passion. As host of The Career Clinic radio talk show I'm often asked, "How do I find my passion? " My answer is always, "Heck if I know. But here's how I did...
" Step one. Catch yourself singing. Once upon a time I hated my cubicle job but I wasn't ready to quit. I took a feature writing class for fun. Our task for the semester was to sell an article to a magazine. The instructor called me at work the next day to ask if I wanted to help him with a book. And the boring day job? Step two. One day I asked the manager of a little airport in town if he'd arrange a flying lesson for me in exchange for an essay in the newspaper about the experience.
What did I value most in all the world? Hosting a talk show sounded fun. My essay about the flying lesson appeared in the paper. In the course of about a week I had everything I needed to know about my ideal career, but I was afraid it was silly. Step three. I mean, really consider it. My first radio job was with the Minnesota News Network in St. Step four. Selfandpeerassessmentdylanwiliamsmall. Assessmentstrategiesdylanwiliamsmall. Feedbackonlearningdylanwiliamsmall. Autonomouslearnersdylanwiliamsmall. Assessmentforlearningdylanwiliamsmall.
Formativeassessmentdylanwiliamsmall. Teaching guru is optimistic about education. Dylan Wiliam once had only one ambition: to become a famous and successful jazz musician. He turned to teaching only so he could raise enough money to buy amplification equipment. He could hardly have imagined then that fame would eventually come his way in the form of two one-hour, peak-time BBC2 documentaries on teaching techniques. Called The Classroom Experiment, they were broadcast last September and featured Wiliam, black-browed, bald and slightly menacing (he looks a bit like one of those Doctor Who characters who's about to dynamite the universe), chivvying Hertfordshire teachers into using lollipop sticks, coloured cups and mini-whiteboards, and the pupils into doing 15 minutes of exercise in the gym each day before lessons. It was entertaining enough, and the Times TV reviewer called it "utterly gripping", but it all seemed a bit gimmicky. As another reviewer observed, Wiliam came over as a man with a box of unrelated tricks.
Demonstrating-progress2. Assessment: An overview. Assessment. Unit%2012%20Assessment%20for%20Learning. Think you've implemented Assessment for Learning? - news. Comment:4.5 average rating | Comments (7)Last Updated:14 April, 2013Section:news Think again - most schools are doing it wrong, says its creator It is seen as an essential classroom technique, taught in teacher training colleges and inspected by Ofsted. But despite the seeming ubiquity of Assessment for Learning (AfL), the strategy is largely missing from England's schools, according to the two academics who popularised it. It is a situation that Dylan Wiliam, emeritus professor at the University of London's Institute of Education, views as a "tragedy" - one he blames on the interference of government and on himself.
Fourteen years have passed since Professor Wiliam co-authored Inside the Black Box, the booklet that introduced a generation of teachers to the concept of using assessment to help pupils improve, rather than to grade their knowledge (see panel, right). Tens of thousands of copies have been sold and most teachers and schools are familiar with the term. How it should be. Top tips for Ofsted ? The new framework. Ofsted 2012: How do pupils understand how to improve their learning? — From Good to Outstanding. This post has taken a long time to think about. So much for rashly saying that I’d be posting two a week. It’s been a difficult one to write without sounding patronising, and that’s certainly not my aim, so I decided to write it from a personal perspective, as a reflection on my own learning, in the hope that it will stimulate you to also reflect, and to apply your own thinking to the question.
I had thought I’d got it done and ready to go, until I did some training on conducting effective work scrutinies with a great group of secondary teachers. Unsurprisingly, the discussion soon got round to the issue of learners knowing whether or not they were making progress, how much progress they were making and how they know. One of the many points that came out in our discussion was that many learners who do know about their progress, don’t necessarily do themselves justice when asked about it. I often hear teachers (and myself) say “I’m no expert at…..”, “I’m not a mathematician.” Give: Summary%20-%20The%20impact%20of%20the%20Assessing%20pupils%20progress%20initiative. Visible Progress: Reattuning our Good or Outstanding T&L for Ofsted’s 20 Minute Process « CPD: Ashlawn's Learning Culture. Posted by: ashlawnlearningculture | October 16, 2012 The video below offers an example of “visible progress” in a lesson.
It is especially about making personal targets very obvious, regularly checking progress against those targets and offering ONE general idea about how you can ENSURE progress actually takes place between the setting of targets and the plenaries/checking. It is not designed to illustrate every possible example of good or best practice but it does evidence that idea of “visible progress” in a way which should help us to reattune to the Ofsted observation process of 20 minutes. The video is 12 minutes long and the teacher features in it a fair bit but that is to highlight facilitation of the learning: students drive the vast majority of the lesson.
In short: (1) students, teachers and inspectors cannot miss the targets which have been set at ANY point of the lesson as they are always on the table; Like this: Like Loading... Ofsted_Requirements_for_Outstanding.