Peer Assessment: Reflections from Students and Teachers


Peer assessment is when you have
a partner and you both look over your work and you both list the strengths
and weaknesses and you fix it. I feel like I’m next to a teacher. I can relate to my peer more
because they’re basically my age. It was really helpful because sometimes you don’t get your ideas right
and forget to include something, but when you look at the rubric,
you know what you have to include. Yes, it helped me because
I can see what I did wrong for myself and then my peers or
my friends, they can tell me so that I can become better and
they can also become better from reading my work. Through this process, my grading
over the years has gone higher for all my students and it’s not because
I’m being a generous grader, it’s because the kids are so involved in the independent process of learning
through peer and self-assessment that they are able to really raise
their grade to where they feel it needs to be. Before I was really doing
self-assessment, peer assessment, I wasn’t really clear
to myself what I was teaching so if I wasn’t clear about it,
how a student is going to be clear about it, and then when I had to
really sit down and think about that, it totally changed my approach
to teaching and what the children learn. So how do you do peer assessment? One way to do peer assessment is to use the Ladder of Feedback
created by David Perkins of Harvard University. This method provides a process of critique that guides students to generate
kind, thoughtful and effective feedback. The Ladder of Feedback asks students
to formulate their assessment in the following way: First, questions of clarification
such as “Am I reading this correctly?” Second, comments on value, for example
“What I think works really well is…” Third, comments of concern
such as “What I worry about is…” And fourth, suggestions for revision, i.e.
“Maybe this part would work better if you…” Students may also base their feedback on the rubric
you have created with them for the assignment. It is critical that as students confer,
you walk around your classroom to monitor progress and ensure that
the Ladder of Feedback is properly applied, that each student is receiving
useful feedback and as importantly, when your class completes
the peer assessment process, students will have
ample time to revise their work. Vocabulary that I would try to teach
before assessment just never seemed to stick and now it’s like sticking and
they’re using it naturally and they’re speaking it, it’s amazing they’re able
to take ownership of their own work. It’s no longer just
depending on me to tell them what to do. They’re making decisions themselves. Their advice sometimes is clearer to their peer because it’s not coming from an adult,
it’s coming from someone that’s really on their level. They’re a little bit more comfortable
to hear the criticism from their peer, as well as the values and compliments
that is in their work from their peers. I’m always amazed at what
they’re able to articulate. It’s often better than what I would say. Peer assessment allows me to understand
other people’s opinion about my work because self-assessment,
you think it’s perfect but then you have to make
other people think it’s perfect also so you have to have a classmate
or a group of people view it so it can help you better understand
other people’s opinion, not just your own. Actually it makes me think
“Wow I actually should change this” and in the end, my work turns out
really good because of all the editing. By trying assessment, you’re going
to learn what it is you’re trying to teach. The greatest discovery for me is
how much power this gives my students as learners.

4 thoughts on “Peer Assessment: Reflections from Students and Teachers”

  1. Peer assesment is BOLLOCKS!!!! It encourages bullying and shows that the teachers are too lazy to mark work! Please abolish it!

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