Abstract. Student peer-assessment and self-assessment are 1) ways to embed
assessment without formal testing 2) ways to help students create
and recognize the important issues 3)wasy to ease the load on teachers,
while keeping them well informed 4) ways to track and record
technology use.
Group Contact: Jennifer Holbrook.
Judith Collison, Concord Consortium
Jennifer Holbrook, Georgia Institue of Technology
Jay Pfaffman, Vanderbilt University
Virginia Steiner, WestEd (San Francisco)
to figure out ways to embed assessment in the projects that aren't
" tests", but allow the teacher to get immmediate feedback
to use assessment as scaffolding
teacher acceptance (readiness, training)
lightens the load for the teacher--teacher needn't do all of
the nitpicky aspects him/herself
research: how does the introduction of peer and self-assessment
change the culture of the classroom and the practice of teaching?
--an issue of teacher education
(making the teacher a critical thinker about the practice of thinking)
self assessment as a form of building critical thinking,
independence of thinking, self-reliance
gather and adapt existing tools (both new-technology, and low-tech tools)
on-line assessment allows you to look at the record of the resource use,
so it meets one of the other major goals of Assessment Theme Team.
collaboration is a requirement of the workplace;
peer assessment--builds community; an act of teaching; in peer
assessment, the group builds a shared understanding, though
often without correct terminology. Also, things that a group of
students is less sure about is what they'll shy away from, so taht's
a good diagnostic for the teacher.
authenticates the task for the students
Edys presented an idea for gathering these types of resources together,
as with PALS but for technology--
The computerized essay grading technology might be adaptable,
in two ways:
transcript analysis of peer reviews or discussions
"plant" questions as teachers do, so that the explanations
that students give can be analyzed for understanding what constitutes
evidence (e.g., "why did you give this a 4?" "because..." where the
explanation constitutes evidence)
computer tutoring for the students on the critical aspects of how
to review
--teachers could help with
the training
Virginia's group--exploring options using java and tgi scripts
for doing online assessment-gathering information and getting it
back to the teachers so they have a snapshot of the classroom.
Jay's got technical expertise, similar product to Virginia's group's
plans
Jennifer (GA Tech) has the EduTech software which might be adaptable
for peer assessment
Judith (Concord Consortium)
Concrete proposal: Of the many sub-topics that we think lend
themselves to research, we are particularly interested in looking at
on-line peer- and self-assessment's as a locus for using technology
as a resource. We would like to decide on a domain, and develop
rubrics (including frequency of use, also rubrics about depth of
discussion and evaluation).
Edys Quellmaiz. (SRI) and the PALS project
David Niguidula (Rhode Island)--Ponline portfolio assessment
Go back to the Breakout Report Index.