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| https://score.hva.nl/docent/english_teacher/Pages/assessment %20methods/Peer-Assesment-.aspx |
In today's 21st century classroom the learning process is moving away from a dictatorship and more towards a partnership between a teacher and their students. This form of student centered learning teaches students how to critically evaluate their own learning and thinking. Peer-assessment is an excellent way for students to get involved in the assessment aspect of their education and is a great form of Assessment for Learning.
I remember doing peer assessment when I was in secondary school. It either consisted me writing "good job" or "well done" at the top of the page. I was afraid of hurting the feelings of my friends and wanted them to do the same for me during my presentation. No one wants to know that their classmates didn't like what they worked so hard to produce, I know I certainly didn't.
https://www.youtube.com/watch?v=DqWCJZH8ziQ
Creating and enforcing a safe learning environment that promotes risk-taking is essential for peer-assessment (Vanderhoven, Raes, Schellens, & Montrieux, 2012). If this sort of setting is not enforced, issues such as peer pressure can arise and lead to invalid assessment. A way to eliminate any sort of pressure on your students is to allow for anonymous critiques. Vanderhoven et al. (2012) discuss the positive effects of using classroom response technology (CRT). It is an electronic voting system that allows for immediate anonymous feedback. Students have reported that CRT allows them to be more engaged, attend more class, and that its anonymous nature encouraged them participate more honestly.
If your school doesn't have the access to CRT I have listed some resources below that can work just as efficiently;
- Warm and cool feedback (for younger students)
- Group peer assessment
- Presentation peer evaluation
With tools like these, your students shouldn't have to fear their peer!
Drake, S., & Kolohon, W. (2014). Intereaving curriculum and classroom assessment: Engaging in the 21st century learner. Don Mills: Oxford University Press.
Vanderhouven, E., Raes, A., Schellens, T., & Montrieux, H. (2012). Face-to-face peer assessment in secondary education: does anonymity matter? International Conference on Education and Educational Psychology, 69, 1340-1347. doi: 10.1016/j.sbspro.2012.071
Drake, S., & Kolohon, W. (2014). Intereaving curriculum and classroom assessment: Engaging in the 21st century learner. Don Mills: Oxford University Press.
Vanderhouven, E., Raes, A., Schellens, T., & Montrieux, H. (2012). Face-to-face peer assessment in secondary education: does anonymity matter? International Conference on Education and Educational Psychology, 69, 1340-1347. doi: 10.1016/j.sbspro.2012.071
