peer-evaluation

Examples of peer-evaluation in the following topics:

• Assessment Strategies

  • This has prompted many teachers to design alternative assessments that they feel better match and evaluate the content of the instruction.
  • Many teachers are now also experimenting with self-evaluation and peer-evaluation.
  • Some educational theorists believe that students are more invested in their performance in the course when they know that they – and their peers – are actively involved in the overall assessment.

• Implementing Cognitive Tools

  • Information is shifted through and evaluated for its' validity, reliability, and applicability to research and problem solving activities.
  • Evaluate the learning outcomes – The evaluation of tools is challenging; however, checklists and rubrics can serve as assessments in evaluating students' effective use of them.
  • Also student artifacts are evaluated according to criteria listed on rubrics, peer feedback, and performance evaluation checklists and/or rubrics.

• Additional Resources

  • From Marbles to Instant Messenger™: Implications of Piaget's Ideas About Peer Learning.
  • In many classrooms, students learn through working with their peers.
  • This article attempts to examine and evaluate peer learning using Piaget's Theory.
  • Current educational practice including why peer learning is used begins this article.
  • Finally, peer learning and technology are discussed at the end of this article.

• Conceptual Change Instructional Model

  • If this is the teacher's first conceptual change learning activity, it is wise to begin with the latter; such discussions allow the teacher to model the evaluation process before students evaluate each other's ideas in smaller groups.
  • After all conceptions are presented, the teacher leads the class in evaluating each for its intelligibility, plausibility, and fruitfulness in explaining the exposing event.
  • After the whole-class discussion, students with differing conceptions work in pairs or groups to evaluate each other's ideas.
  • Each group selects one conception (or a different conception modified through evaluation), provides a rationale for the selection, and presents that rationale to the whole class.
  • As students become aware of their own conceptions through presentation to others and by evaluation of those of their peers, students become dissatisfied with their own ideas; conceptual conflict begins to build.

• Components of Learning by Design

  • Learning by Design strongly suggests that tasks should be based on hands-on experience in real-world contexts.The designers/participants should be given the option of multiple contexts so that they can devise multiple strategies when they use the problem-solving process.Because the learning process is open and varied according to the student learning preferences, skills, and knowledge, it is important that there be a balance among guided tasks, challenges, discussions and reflections that follow.Collaborative work allows the learners to obtain feedback from both peers and the instructor, who primarily plays the role of facilitator.
  • The visual model of the Design Process (see Figure 1) represents the essence of Learning by Design.The learner begins walking down the "path of knowledge," and stops to choose a topic or task (Stop 1).This task would be based on a real-world application that is meaningful for the learner.The next stop (Stop 2) is to describe the audience.The choice of audience will guide the learner as he designs the specific artifact.The following stop (Stop 3) along the path is the actual creation of the artifact.Once the artifact is created, the learner will then pilot the artifact (Stop 4).At this point, the learner should receive feedback from the facilitator and peers (Stop 5).The learner then reflects on the artifact and the feedback in order to evaluate his work (Stop 6) .The learner can then modify the artifact based on this evaluation (Stop 7).The entire design process is overseen by the facilitator who is represented by the "eye in the sky."
  • However, because each of the trainers had their specific clients, they were provided with multiple contexts as options.Additionally, the group discussions allowed the participants to obtain feedback from their peers, which they used to modify their projects; further input came from the facilitator and their projected target audience when the projects were piloted at the end of the training session.Participants were allowed to reflect on their learning and what they were taking away from the instruction.This reflection process is helpful for both the facilitator and the participants, as constructionism is geared to prepare learners with skills that will make them life-long learners.

• I-Search Process

  • The accordion exercise provides a way to promote divergent thinking and solicit more diverse responses about the topic from peers.
  • Students evaluate each of the resources using the double-entry draft (see Table 5).
  • This final step provides another opportunity for students to develop critical thinking skills through peer editing.
  • Students, as peer editors, build critical thinking skills such as analyzing and evaluating and gain knowledge in the content area during the process of editing.
  • It utilizes authentic assessment by having students receive feedback through conferencing, reflections, and peer reviews.

• Potential Challenges and Solutions

  • Several strategies are available for evaluating learner achievement, such as individual or group self-evaluation, or comparison between student performance and class objectives.
  • The process of assessment should also address how the learners share the responsibility of peer-work.

• School of Education Rankings

  • Although flawed, the top education school ranking system provides teachers with an important tool that can help them evaluate education schools.
  • Although the college ranking system is popular and can provide potential applicants guidelines for evaluating schools, the system is not without its flaws.
  • News & World Report editor Robert Morse issued a response in which he argued, "in terms of the peer assessment survey, we at U.S.
  • The peer survey is by nature subjective, but the technique of asking industry leaders to rate their competitors is a commonly accepted practice.
  • The results from the peer survey also can act to level the playing field between private and public colleges. "

• Behavior Modification

  • Specification of the desired outcome (What must be changed and how it will be evaluated?
  • A student receives an intrinsic reinforcer by correctly answering in the presence of peers, thus increasing self-esteem and confidence.

• Flipped Classroom

  • Class activities vary but may include: using math manipulatives and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice.
  • Because these types of active learning allow for highly differentiated instruction, more time can be spent in class on higher-order thinking skills such as problem-finding, collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers.
  • A teacher's interaction with students in a flipped classroom can be more personalized and less didactic, and students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning.
  • In a self-directed, home-learning environment students who are not at the developmental stage required to keep on-task with independent learning may fall rapidly behind their peers.