<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>Peer assessment – SingTeach | Education Research for Teachers | Research within Reach</title> <atom:link href="https://singteach.nie.edu.sg/topic/peer-assessment/feed/" rel="self" type="application/rss+xml" /> <link>https://singteach.nie.edu.sg</link> <description></description> <lastBuildDate>Tue, 22 Oct 2024 02:18:34 +0000</lastBuildDate> <language>en-US</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.0</generator> <item> <title>A Progressive Approach to Student Assessment</title> <link>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/?utm_source=rss&utm_medium=rss&utm_campaign=a-progressive-approach-to-student-assessment</link> <comments>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Thu, 17 Oct 2024 07:22:48 +0000</pubDate> <category><![CDATA[issue 90 sep 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Student progress]]></category> <category><![CDATA[Feedback]]></category> <category><![CDATA[Student-involved assessment]]></category> <category><![CDATA[Progressive Education]]></category> <category><![CDATA[People]]></category> <category><![CDATA[Collaborative learning]]></category> <category><![CDATA[Peer assessment]]></category> <category><![CDATA[Alternative assessment]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23781</guid> <description><![CDATA[One of the key characteristics of student-involved assessment is the shift in focus from traditional, teacher-driven evaluations to […]]]></description> <content:encoded><![CDATA[<p><em><b>One</b><b> </b><b>of</b><b> </b><b>the</b><b> </b><b>key</b><b> </b><b>characteristics</b><b> </b><b>of</b><b> </b><b>student-involved</b><b> </b><b>assessment</b><b> </b><b>is</b><b> </b><b>the</b><b> </b><b>shift</b><b> </b><b>in </b><b>focus from traditional, teacher-driven evaluations to collaborative, reflective and dynamic assessments where students play an active role. </b></em><em><b>This</b><b> </b><b>aligns</b><b> </b><b>closely</b><b> </b><b>with</b><b> </b><b>the</b><b> </b><b>core</b><b> </b><b>principles</b><b> </b><b>of</b><b> </b><b>progressive</b><b> </b><b>education</b><b> </b><b>which </b><b>emphasizes a learner-centred approach, the value of the learning process and collaborative learning. <a href="https://dr.ntu.edu.sg/cris/rp/rp01511" target="_blank" rel="noopener">Dr Wong Hwei Ming</a>, Assistant Centre Director at NIE’s <a href="https://www.ntu.edu.sg/nie/crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy & Practice</a>, <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a>, shares with us insights from her research on student-involved assessment and feedback, as well as her reflections on the relationship between student-involved assessment and progressive pedagogies.</b></em></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg" alt="" class="alignright wp-image-23810 " width="327" height="580" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-577x1024.jpeg 577w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-768x1364.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-865x1536.jpeg 865w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-1153x2048.jpeg 1153w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-scaled.jpeg 1441w" sizes="(max-width: 327px) 100vw, 327px" /></p> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW37352676 BCX0"><span class="NormalTextRun SCXW37352676 BCX0">C</span><span class="NormalTextRun SCXW37352676 BCX0">an</span><span class="NormalTextRun SCXW37352676 BCX0"> you share</span><span class="NormalTextRun SCXW37352676 BCX0"> </span><span class="NormalTextRun SCXW37352676 BCX0">what the </span><span class="NormalTextRun SCXW37352676 BCX0">d</span><span class="NormalTextRun SCXW37352676 BCX0">efinition</span><span class="NormalTextRun SCXW37352676 BCX0"> of </span><span class="NormalTextRun SCXW37352676 BCX0">student-involved assessment and feedback</span><span class="NormalTextRun SCXW37352676 BCX0"> is, and some examples of those?</span></span><span class="EOP SCXW37352676 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p>Student-involved assessment and feedback refers to the involvement of students in the assessment and feedback process, where they actively participate in various ways such as:</p> <ul> <li style="list-style-type: none;"> <ul> <li>Evaluating their own work (self-assessment against a set of criteria)</li> <li>Setting learning goals for improvement</li> <li>Reflecting on their learning (experience) and revising their work based on the criteria</li> <li>Assessing their classmates’ work (peer assessment based on the same set of criteria)</li> <li>Providing and receiving formative feedback to improve performance and work towards their goals</li> </ul> </li> </ul> <p> </p> <p>From 2020 to 2022, I conducted a study that focused on how to build teachers’ and students’ capacities in student-involved assessment in primary classrooms and also explored how to better engage primary school teachers and students in this area. The study revealed that by involving students in the assessment process, it empowers them to take ownership of their learning, understand the assessment criteria and use feedback to improve their work. It also showed that student- involved assessment can provide teachers with the necessary pedagogical tools to engage their students further. Additionally, it highlighted that providing meaningful feedback helps students stay on track academically while sustaining their motivation and enthusiasm for learning (Wong et al., 2023a). It also affords them the opportunity to engage more deeply with the concept of what it means to manage their own learning (Wong, 2023b).</p> <h1>From your point of view, why is student-involved assessment considered a progressive pedagogy in teaching and learning?</h1> <p>Student-involved assessment aligns neatly with the core principles of progressive education which emphasizes student-centred learning, active learning and engagement, critical thinking and self-regulation, collaboration and the development of skills relevant to students’ lives in and outside of school. Let me explain further.</p> <p>Student-involved assessment embodies student- centred learning as it actively engages students in the assessment (and feedback) process, allowing them to take ownership of their learning. It shifts the emphasis om teacher-centred assessment to one where students play a greater and critical role in assessing their own learning and that of their peers based on a set of criteria.</p> <p>Self-assessment allows students to critically review their own work and make decisions on their progress as well as areas of improvement. This not only nurtures their self-regulation and self-management skills, but also increases their engagement with the learning process. Peer assessment gives them the opportunity to learn how to critically assess their classmates’ work and appreciate different perspectives. It fosters collaborative learning and builds a community of learners among themselves in the class. Both forms of assessments provide students with a deeper understanding of the topic they are working on and further develop their analytical skills.</p> <p>The skills honed through self-assessment and peer assessment are not only relevant in the classroom but are also essential life skills that students can apply in various personal and professional contexts beyond school.</p> <h1>How does student-involved assessment give students empowerment and agency in their learning?</h1> <p>Student-involved assessment empowers and gives students agency by allowing them a more involved and active role in their learning process. Students’ sense of ownership over their learning is nurtured as they shift from being passive recipients of knowledge to active participants who set their own learning goals.</p> <p>Through self-assessment, students develop critical thinking and reflective skills when they analyse and identify their strengths and areas of improvement. Peer assessment also enhances these skills and in addition, fosters collaboration and communication skills through the provision of feedback to their classmates. When students are involved in assessing their own work and their classmates’ work, they take on responsibility for their own learning, while gaining independence and confidence.</p> <p>Students become more engaged and motivated when they see the results of their efforts, which further encourages a deeper commitment to their studies. When students are engaged in peer assessment, a sense of community and shared responsibility are encouraged, collaboration is strengthened and communication skills are also enhanced.</p> <p>Student-involved assessment transforms students into empowered, active, motivated and reflective learners who are deeply involved in their learning journey, making it a more meaningful and personalized learning experience.</p> <h1>Which areas of assessment do you think merit further attention and research? Why are they important?</h1> <p>My research into student-involved assessment has shown that when implemented properly, it has the potential to empower students, develop their critical thinking, increase their sense of ownership and responsibility in learning, as well as enhance communication and collaboration skills through peer assessment.</p> <p>However, further research is needed. For example, studies can be conducted to explore the various factors which can affect the uptake of student-involved assessment by students and in turn, its effectiveness. These factors include student self-efficacy and confidence, student motivation and engagement, social and cultural influences, among others. By understanding these factors, we can gain insights into how to better design and implement student-involved assessment that cater to diverse needs, thus increasing uptake and making the assessment, feedback and learning processes more impactful and meaningful for the students. Longitudinal research on student-involved assessment could also provide valuable insights into the long-term impact on student learning.</p> <p><b>References</b></p> <p>Wong, H. M., Rahmat, F. A., Safii, L., Tan, K., Sun, B. Q., Chng, M., & Lee, J. (2023a). <i>Building Teachers’ and Students’ Capacities in Student-Involved</i><i> Assessment in Primary Classrooms. </i>Project Closure Report (ERFP), National Institute of Education. Singapore.</p> <p>Wong, H. M. (2023b). <i>Student-involved</i><i> </i><i>assessment</i><i> </i><i>in</i><i> </i><i>primary</i><i> </i><i>classrooms:</i><i> Engaging teachers and students </i>(Research Brief Series No. 23-004). National Institute of Education (Singapore). https://hdl.handle.net/10497/25617</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Using ICT-Enhanced Peer Review Process to Improve Students’ Narrative Writing</title> <link>https://singteach.nie.edu.sg/2023/04/13/using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing/?utm_source=rss&utm_medium=rss&utm_campaign=using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing</link> <comments>https://singteach.nie.edu.sg/2023/04/13/using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Thu, 13 Apr 2023 06:19:41 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[Peer assessment]]></category> <category><![CDATA[ICT]]></category> <category><![CDATA[Peer Work]]></category> <category><![CDATA[Language Ed]]></category> <category><![CDATA[Technology]]></category> <category><![CDATA[Chinese language]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21499</guid> <description><![CDATA[Contributed by Ms Neo Jia Hui, from Raffles Girls’ School, for SingTeach Virtual Staff Lounge The implementation of […]]]></description> <content:encoded><![CDATA[<p><b><i>Contributed by Ms </i></b><b><i>Neo Jia Hui, from </i></b><a href="https://www.rgs.edu.sg/"><b><i>Raffles Girls’ School</i></b></a><b><i>, for</i></b><b> </b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b> </b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b> </b></a><b></b></p> <p><i>The implementation of the new Chinese syllabus in 2021 places a strong emphasis on self-directed learning. With the introduction of iPads as student personal learning devices at Raffles Girls’ School, the school’s Year 1 Higher Chinese Language team has been incorporating the use of online platforms and iPads in the teaching of process writing and peer review to improve students’ narrative writing skills.</i></p> <div id="attachment_21502" style="width: 460px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21502" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-300x237.jpg" alt="" class="wp-image-21502" width="450" height="356" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-300x237.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-1024x809.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-768x607.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui.jpg 1379w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-21502" class="wp-caption-text">2022 Y1HCL team (from left to right): Ms Neo Jia Hui, Mr Chua Han Hui, Mdm Lee Szer Yuen and Ms Lin Yao.</p></div> <h1>The ICT-Enhanced Peer Review Process</h1> <p>The narrative writing process, as taught to the Year 1 Higher Chinese Language (Y1HCL) cohort, consists of 3 main steps:</p> <p> </p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-881x1024.png" alt="" class="alignnone wp-image-21523" width="585" height="680" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-881x1024.png 881w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-258x300.png 258w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-768x893.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-1322x1536.png 1322w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-1762x2048.png 1762w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop.png 2047w" sizes="(max-width: 585px) 100vw, 585px" /></p> <p> </p> <h1>Reflections of Teachers</h1> <p>In 2022, the Y1HCL team of teachers embarked on an action research on the effectiveness of using technology in peer review. Based on the feedback from teachers and students, the team reflected on the peer review process and would like to share some takeaways from using ICT tools in peer review.</p> <h4>Simplifying the Process While Giving Students Choices</h4> <p style="padding-left: 40px;">The ICT-enhanced peer review process posed challenges for both teachers and students. Teachers gave feedback that the peer review process can be simplified, as some students found it cumbersome and confusing to convert Google Documents into PDF before they can use their Apple Pencil to annotate. Teachers then have to spend more time in addressing this problem. Some students also share that they prefer to be given a choice to either type or write out their first draft and final submission as some wanted more practice in handwriting an entire essay.</p> <p style="padding-left: 40px;">Based on the feedback, we have learnt that to leverage technology in promoting greater efficiency as well as catering to the needs of different students, we should simplify the process of writing essays and peer review by using only one to two ICT tools or platforms. For example, for students who prefer to type, they can type their first draft and provide peer review via Google Document. For students who prefer to write by hand, they can choose to handwrite their first draft, scan it as a PDF document and provide peer review using Apple Pencil. This will minimize the need for students to toggle with different platforms and convert each document.</p> <h4>Making Use of ICT Tools to Visualize Content</h4> <p style="padding-left: 40px;">Many students gave positive feedback on the use of Apple Pencil during the peer review process. Using the Apple Pencil to annotate allows them to use different font colours and symbols to visualize the different content and descriptions, strengths and areas for improvement clearly. To better facilitate this process, clear and standardized instructions should be given, such as using green to underline sentences with grammatical errors, and/or using blue to highlight character thoughts and feelings, etc.</p> <h4>Giving Targeted and Constructive Feedback</h4> <p style="padding-left: 40px;">To better help students in giving targeted comments, good feedback samples must be provided. Prior to the peer review, teachers can give students more time to practice on giving feedback through platforms like Student Learning Space (SLS). This allows students to learn and put their skills into practice at their own time and pace before the actual peer review. More class time should also be given to teachers to better guide the peer review process.</p> <p> </p> <h1>Conclusion</h1> <p>This action research serves as a great opportunity for the Y1HCL teachers to reflect on our current peer review process and share our takeaways. We will continue to explore and improve on our current processes, and use ICT tools as an enabler to make the peer review process more self-directed and efficient for students.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2023/04/13/using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Empowering Learners through Assessment</title> <link>https://singteach.nie.edu.sg/2019/04/24/issue68-classroom2/?utm_source=rss&utm_medium=rss&utm_campaign=issue68-classroom2</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Wed, 24 Apr 2019 10:04:38 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 68 mar 2019]]></category> <category><![CDATA[Learner-centred approach]]></category> <category><![CDATA[Primary school]]></category> <category><![CDATA[Peer assessment]]></category> <category><![CDATA[Assessment feedback]]></category> <category><![CDATA[Classroom engagement]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Assessment for Learning]]></category> <category><![CDATA[Classroom Perspectives]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13198</guid> <description><![CDATA[Is assessment really all about grades? To one educator of over 20 years, assessment can also serve as […]]]></description> <content:encoded><![CDATA[ <p><em><strong>Is assessment really all about grades? To one educator of over 20 years, assessment can also serve as a tool to deepen and enrich students’ learning. She shares with us how she uses assessment to empower her students to take charge of their own learning in the classroom.</strong></em></p> <p><img loading="lazy" class="alignright wp-image-13201" src="https://singteach.nie.edu.sg/wp-content/uploads/2019/04/ST68_ClassromPerspective_SouthviewPri_2.jpg" alt="" width="300" height="400" /></p> <p>When Mdm M’chelle Chan, Level Head (Science) at <a href="https://www.southviewpri.moe.edu.sg/" target="_blank" rel="noreferrer noopener" aria-label="South View Primary School (opens in a new tab)">South View Primary School</a>, was teaching a class of higher-progress learners in 2014, she often found herself thinking about how she could keep her students engaged during lessons.</p> <p>“These learners have very high levels of curiosity and would lose interest in learning if I only carried out frontal teaching or distributed pen-and-paper assessments during lessons,” she shares.</p> <p>Moreover, she is also cognizant that today’s students, irrespective of learning ability, would only find the learning experience meaningful if they see value in what they are learning.</p> <p>So what did M’chelle do to engage and motivate her students during lessons? Involve them in the assessment process.</p> <h1>Assessment as a Learning Tool</h1> <p>While summative assessments measure the outcome of learning, student-involved assessments, which include peer- and self-assessment, facilitate learning by helping students track their progress and identify learning gaps. The process, rather than the product of learning, is the focus.</p> <p>“For example, during my Science lessons, I provide checklists to my students and ask them to self-evaluate their understanding of a concept as part of self-assessment,” M’chelle says. “I then guide my students with reviewing the information they have gathered from the checklists and ask them to think about how they would close their learning gaps.”</p> <p>M’chelle believes it is important for students to not only be aware of their learning gaps, but also devise strategies to address these gaps to encourage them to take ownership of their learning.</p> <p>“As a teacher, my role is not limited to providing interventions and clarifying misconceptions. I also listen to my students’ suggestions on how they would bridge their learning gaps and advise them on whether their strategies would be effective,” M’chelle adds.</p> <p><div class="shortcode-block-quote-center" style="color:#999999"></p> <p align="LEFT">“As a teacher, my role is not limited to providing interventions and clarifying misconceptions. I also listen to my students’ suggestions on how they would bridge their learning gaps and advise them on whether their strategies would be effective.”</p> <p><em>– <strong>M’Chelle Chan, </strong>South View Primary School<br /> </em></p> <p></div></p> <h1>Learning from Peers and Improved Engagement</h1> <p>Apart from surfacing learning gaps, student-involved assessment can also give learners the opportunity to critique and learn from their peers.</p> <p>“For peer assessment, I focus on the application of concepts such as energy conversion and use the online platform <a href="https://padlet.com/" target="_blank" rel="noopener noreferrer"><em>Padlet</em> </a>where students demonstrate their ability to apply their learning,” shares M’chelle. “For instance, students can post a photo of a household appliance on Padlet and describe energy conversion in it.”</p> <p>They are also able to read their classmates’ write-ups and provide feedback on the accuracy of the contents. Many of M’chelle’s students were eager to work on this task and some even uploaded videos of themselves playing the piano to illustrate the concept of energy conversion.</p> <p>“This shows that involving students in assessment can make the learning process more engaging, especially if they see relevance in the activity,” M’chelle adds.</p> <h1>Reliability of Student-Involved Assessment</h1> <p>Nonetheless, student-involved assessment practices can only have a meaningful impact on students’ learning if students themselves are clear about what is expected of them during the process.</p> <p>“This means that when I provide a self-assessment checklist, I must ensure the descriptors are clear to students and that they understand the terms that are used in the checklist before getting them to carry out the self-assessment. Otherwise, the information derived from the self-assessment exercise will not be reliable,” M’chelle explains.</p> <p>Moreover, classroom social dynamics can also affect the effectiveness of peer assessment. “While students are supposed to assess the work of their peers and not of their peers themselves, we cannot always prevent a situation where students do the latter instead,” M’chelle explains.</p> <p>To ensure that students carry out peer assessment objectively, M’chelle recommends that teachers consider the social dynamics between students when grouping them.</p> <p>In addition, teachers also play a key role in promoting a learning culture where students are receptive to feedback and do not fear making mistakes. “In doing so, students would be more forthcoming about their learning gaps and willing to listen to their peers’ feedback,” M’chelle explains.</p> <h1>Tailoring Assessment Activities</h1> <p>M’chelle believes that most students can participate in student-involved assessment, as long as teachers tailor the activities to suit their learning profiles.</p> <p>“For example, the way I carry out peer assessment in a Primary 6 class would differ from that in a Primary 3 class. Students in the former generally possess higher cognitive and maturity levels and are thus better able to provide constructive feedback than students in the latter,” explains M’chelle. “With younger learners, it helps to provide them with checklists or rubrics with observable, clear and specific descriptors.”</p> <p>Besides the age of students, teachers should also consider their strengths and weaknesses when planning student-involved assessment activities. “If I were teaching students who are not proficient in English language, for instance, I would minimize or modify assessments that demand language competency. This would make the assessment process more manageable for them,” M’chelle adds.</p> <h1>Impact of Student-Involved Assessment on Learners and Teachers</h1> <p>Since incorporating student-involvement assessment practices into her lessons, M’chelle observed that her students have generally become more responsible and self-directed learners.</p> <p>“In previous years, students may remark that how much they learn depends on their parents and teachers. Today, many recognize that their learning in fact depend on their attitudes as well as how they approach revision,” M’chelle shares. </p> <p>Apart from students, teachers can also benefit from information derived from student-involved assessments. “When I review my students’ work on Padlet, for example, I also find out how well my students understand the topic or concept. This allows me to decide on the appropriate follow-up for subsequent lessons,” she elaborates. </p> <p>Ultimately, when students are empowered to take ownership of their learning and are engaged in the learning process, they will find meaning and purpose in their education.</p> <p><div class="message-box-wrapper yellow"><div class="message-box-title">The Value of Summative Assessments and Its Link to Student-Involved Assessment</div><div class="message-box-content"></p> <p>Summative assessment often brings to mind exams that award students grades based on how well they understand a subject.</p> <p>Beyond the grade however, summative assessments can in fact prove to be a useful source of information about students’ learning, depending on what teachers and students do with it.</p> <p>For Mdm M’chelle Chan, she focuses on the mistakes that her students made and guides them in analysing their errors and reflecting on their thought process after returning their marked examination scripts.</p> <p>“With multiple choice questions, for example, I would ask them to explain what made them decide on a particular answer to try to elicit their thought process when they were taking the exam,” she explains. “This exercise in itself is in fact a form of self-assessment as students are self-evaluating their learning and surfacing their knowledge gaps.”</p> <p>If students are still unable to identify their learning gaps after reviewing their mistakes, M’chelle would step in to guide them and probe further to help them understand what went wrong and why. </p> <p>So in view of the impending removal of the mid-year examination at various school levels, how would students monitor their own learning? M’chelle ventures that teachers would have to carry out student-involved assessments more regularly so that students are aware of their learning progress. </p> <p>“This approach may prove to be more effective as we can help students identify and address their knowledge gaps earlier, rather than only at the stage when students are preparing for a major exam,” says M’chelle.</p> <p>Nevertheless, identification of knowledge gaps is only one step in the learning process; students ultimately must take ownership of their learning and be the ones initiating the task of addressing these gaps.</p> <p></div></div></p> ]]></content:encoded> </item> <item> <title>Where Anonymous Feedback is Welcome</title> <link>https://singteach.nie.edu.sg/2013/01/18/issue40-research03/?utm_source=rss&utm_medium=rss&utm_campaign=issue40-research03</link> <comments>https://singteach.nie.edu.sg/2013/01/18/issue40-research03/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Fri, 18 Jan 2013 05:53:42 +0000</pubDate> <category><![CDATA[issue 40 jan / feb 2013]]></category> <category><![CDATA[Writing]]></category> <category><![CDATA[English language]]></category> <category><![CDATA[Assessment]]></category> <category><![CDATA[Student engagement]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Formative assessment]]></category> <category><![CDATA[Peer assessment]]></category> <category><![CDATA[Assessment feedback]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=2429</guid> <description><![CDATA[Read, review and edit 40 essays on the same topic – this is familiar to language teachers. These […]]]></description> <content:encoded><![CDATA[<p><em><strong>Read, review and edit 40 essays on the same topic – this is familiar to language teachers. These steps are essential for a good piece of writing, but it sure is a lot of work. What if the students are the ones doing it – and enjoying it?</strong></em></p> <h1>Classmates as Peer Reviewers</h1> <p>Imagine an English classroom where the students take on the role of the teacher and assess each other’s work.</p> <p>For every piece of writing they do, they receive four to five reviews from their classmates. Each piece of constructive feedback is anonymous. With the feedback, they revise and then rewrite a second draft.</p> <p><div id="attachment_2904" style="width: 360px" class="wp-caption alignright"><img aria-describedby="caption-attachment-2904" loading="lazy" class="wp-image-2904 " alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/peer_assessment_2_for_web.jpg" width="350" height="232" /><p id="caption-attachment-2904" class="wp-caption-text">(From left) Cho Young Hoan, Anita Devi Pillai, Daphnee Lee, Mary Ellis and Mimi Shin</p></div></p> <p>At the same time, they also provide feedback for an article they are assigned to read. And they don’t know who the author is.</p> <p>This is made possible by a Web-based peer review system, called <em>SWoRD</em> (Scaffolded Writing and Rewriting in the Discipline), which allows students to upload and review articles anonymously.</p> <p>The key to this is the anonymity of it all. It gives students the opportunity to think and write both as a writer and a reviewer. And it sure makes the writing process a lot of fun.</p> <p>“Students write from the perspective of a writer,” explains Research Scientist and Principal Investigator Dr Cho Young Hoan. “But by reviewing other people’s papers, they can also get the perspectives of the reviewers and use it on their own paper.”</p> <h1>Benefits of Peer Assessments</h1> <p>With four other researchers, Young tested SWoRD in a few classes at NIE with the intent to introduce it to secondary schools in 2013. They found that this new method of assessment reaps several benefits, mainly in promoting critical thinking and constructive learning among students.</p> <p>While a typical peer assessment process may see students writing feedback just because they have to, students using SWoRD were seen to be more motivated to give quality feedback.</p> <p><div class="shortcode-block-quote-right" style="color:#999999"> Students have greater autonomy in terms of what they learn through peer assessment.</p> <p>– <strong>Daphnee Lee</strong>,<em> Office of Education Research</em> </div> </p> <p>Centred around the idea of anonymity, the peer review procedure turns into a constructive process that takes away the element of “mutual gratitude” where friends tend to give each other good reviews without much thought.</p> <p>“It is not just an ‘I pat your back, you pat mine’ kind of thing,” says Dr Mary Ellis, one of the Co-Principal Investigators (Co-PIs). This is because of the anonymity of the whole process.</p> <p>Where previously students were more concerned about not hurting their friend’s feelings, the anonymity in SWoRD allows students to give and receive more open and constructive feedback.</p> <p>The students who authored the paper are also able to score the feedback they receive based on its quality. Known as back-review, this encourages students to put a lot more thought and effort into constructing their feedback.</p> <p>As students consider how to respond to the reviews they receive – what to use, what not to use, and why – they also learn to think critically and to be flexible in their writing and thinking.</p> <p>“Students find it useful because they may not notice the gaps in their own writings so they learn through reviewing others’ work,” notes Co-PI Dr Anitha Devi Pillai.</p> <p>“Students have greater autonomy in terms of what they learn through peer assessment,” adds Co-PI Dr Daphnee Lee.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Scaffolded Writing and Rewriting in the Discipline (SWoRD)</div> <div class="message-box-content"> <p>SWoRD is a web-based reciprocal peer evaluation tool developed by the University of Pittsburgh. Young and his team have found several benefits from the use of this application in classrooms. Some of its features include:</p> <ul> <li><em>Anonymity</em>: Users are able to upload their articles under a pseudonym to maintain anonymity throughout the reviewing process.</li> <li><em>Auto-assignment</em>: The system is able to assign reviewers automatically.</li> <li><em>Rubrics</em>: Reviews are given based on evaluation dimensions (e.g., stand, supporting arguments, counter arguments, and language use of the article).</li> <li><em>Back-review</em>: The system allows authors to rate their reviewers based on a seven-point rating scale.</li> <li><em>Review accuracy</em>: The system provides information of review accuracy by comparing a reviewer’s ratings with other reviewers’ ratings on same papers.</li> </ul> </div> </div> <h1>Perceptions of Peer Assessments</h1> <p>For SWoRD to succeed, “The perceptions of peer assessment are crucial,” says Young.</p> <p><div class="shortcode-block-quote-right" style="color:#999999"> We want to see the improvements in the writing quality, not so much the scores of the feedback.</p> <p>– <strong>Cho Young Hoan</strong>,<em> Office of Education Research</em> </div> </p> <p>They found that students who perceive the concept of peer assessment positively showed active participation in giving and receiving peer feedback. Likewise for teachers, they have to welcome the concept in order to confidently facilitate the entire peer assessment process.</p> <p>Am I competent enough to facilitate peer assessment? Will the students be able to handle it? These are some doubts that teachers who are new to this idea tend to have.</p> <p>To help teachers ease into the new pedagogy, Young and his team will conduct training sessions in schools. Teachers will be trained in how to identify key features of a quality review and to help students integrate the feedback into their final articles.</p> <p>At the end of the day, it’s really about the students. “We want to see the improvements in the writing quality, not so much the scores of the feedback,” says Young.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Think Like a Reviewer, Write Like a Writer</div> <div class="message-box-content"> “It gets the students to be more motivated to give quality reviews, not just good or bad reviews.” – Anitha</p> <p>“The anonymity of it was attractive to me. It makes learning more authentic.” – Mary</p> <p>“Peer assessment is in line with the new education trend in Singapore, which is towards formative assessment, instead of summative assessment.” – Daphnee</p> <p>“It is going to be much easier for teachers – it saves a lot of marking time.” – Mimi</p> <p>“In our research, we find that the average students’ reviews are very similar to experts’.”<br /> – Young</p> <p><img loading="lazy" class="wp-image-2903 aligncenter" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/peer_assessment_1_for_web-300x210.jpg" width="300" height="210" /></div> </div> <p> </p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2013/01/18/issue40-research03/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> </channel> </rss> <!-- Performance optimized by W3 Total Cache. Learn more: https://www.boldgrid.com/w3-total-cache/ Served from: singteach.nie.edu.sg @ 2025-02-22 20:08:05 by W3 Total Cache -->