Karen’s Tips

1. Karen’s Tips Self and Peer Assessment

2. Self Assessment • Lots of explicit attention to self-reflection • Requires good organization: • due dates for process work • one-on-one mini conferences (especially with those not meeting deadlines) • self-assessment check-list based on rubric/objectives (expectations very clear) • Have students fill out a learning assessment in class the day they hand-in an assignment

3. LEARNING ASSESSMENT • Answer the following questions thoroughly and honestly. • What did you do well in this assignment? ____________________________ • _______________________________________________________________________________________________________________________________________________________________________________________ • What could you have improved on? ________________________________ • _______________________________________________________________________________________________________________________________________________________________________________________ • _____________________________________________________________ • What was the easiest part of the assignment? _________________________ • ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • What was the most challenging part of the assignment? _________________ • _______________________________________________________________________________________________________________________________________________________________________________________ • _____________________________________________________________ • What did you learn from this assignment? (in other words, what things stand out that made you think or a new skill you used) • _______________________________________________________________________________________________________________________________________________________________________________________ • _____________________________________________________________ • What did you think of the assignment? (what you liked about it, what you would like to see changed) _______________________________________ • _____________________________________________________________ • _______________________________________________________________________________________________________________________________________________________________________________________ • Overall, are you proud of this assignment? ___________________________ • Any other comments/ things Ms. P should know:______________________ • ________________________________________________

4. Self Assessment *make it explicit • Make up a tracking sheet for recording the feedback they get for each assignment, test, etc. • Keep in their binder or keep it in the class if you think it’s necessary • Direct them to that page regularly and make it part of the routines of the class • *again, organization and routine is key

5. Self-Assessment *proactive and broadly-based*as part of teaching study skills • Self-Assessment activities in advance of a test to identify strengths and weaknesses • Four Corners • Pyramid test • *Include students in making up the review questions • *Practice Tests

6. Peer Assessment • Teach feedback skills explicitly • Lots of direction and accountability • Using different highlighter colours to identify key parts of the assignment (thesis, hypothesis, etc.) • Identify any sentences that need to be read more than once • Have students sign their peer-editing

7. OUTLINE “PAIR AND SHARE”  • Poe – gothic literature essay • WRITER:__________________ PEER-ASSESSOR:___________________ • Read over your partner’s outline, checking for the following (rank 0-3, 3=absolutely, 2=pretty much, 1=sort of, 0=not at all): • INTRODUCTION • ___Introductory idea seems intriguing and like a good set-up for the thesis • ___Single-effect and Gothic Literature explained clearly • ___Synopsis(es) sums-up the main idea of the story, names and introduces the key characters, and is no more than 3 sentences long • ___The thesis is understandable and straight-forward (not too wordy) • ___The thesis is a clear assertion (something to be proven); it is clear exactly what will be the focus of the essay • ___The thesis is intriguing/interesting • ___It is clear how the thesis will be proven (organizing principle) • ___The introduction flows nicely with each sentence leading to the next and is not choppy • DEVELOPING POINT #1 • ___The point overtly, directly and clearly proves the thesis • ___There are at least two very well developed supporting points • ___It is clear exactly how each supporting point directly relates to the developing ___point (topic sentence) and thus the thesis • ___Each supporting point is accompanied by specific examples that are relevant and intriguing • ___Those examples are analyzed in terms of how they prove the developing point (topic sentence) and thus the thesis • ARE THERE ANY POINTS THAT NEED CLARIFICATION? ________________

8. Fill out the following outline while reading through your peer’s essay. • INTRODUCTION: Opening ideas: Thesis: • EVALUATION: Does the opening catch your attention? Does the essay seem intriguing – does it seem as though it will be a mature and intellectual discussion? 1 2 3 4 comments:______________________________________________________________________________________ Does the opening lead up nicely and logically to the thesis instead of just popping in the thesis after the synopsis? 1 2 3 4 comments: ______________________________________________________________________________________ Is the synopsis of the story(ies) no more than 3 sentences? Does it introduce the key characters? • 2 3 4 comments: __________________________________________________________________________________________ Are the explanations of single-effect and Gothic Literature clear? • 2 3 4 comments: __________________________________________________________________________________________ Do all the sentences flow together nicely so that it is not choppy? 1 2 3 4 comments: __________________________________________________________________________________________

9. DEVELOPING PARAGRAPH #1 Is there a clear topic sentence introducing the main point of the paragraph and how it will be shown? ____________ Main point ____________________________________________ Does it directly link to the thesis? ____________________________ • EVALUATING QUESTIONS ARE EACH OF THESE POINTS EXPLICITLY (outwardly, openly and obviously) AND LOGICALLY CONNECTED TO THE MAIN DEVELOPING POINT OF THE PARAGRAPH? 1 2 3 4 COMMENTS: ______________________________________________________________________________________________________________________________ IS THE MAIN DEVELOPING POINT OF THE PARAGRAPH EXPLICITLY AND LOGICALLY TIED TO THE THESIS? 1 2 3 4 COMMENTS: ________________________________________________________________________________________________________________________________ ARE THEE CONNECTIVES BETWEEN IDEAS SO THAT THE SENTENCES FLOW TOGETHER? 1 2 3 4 COMMENTS: ________________________________________________________________________________________________________________________________ IS THERE A CONCLUDING SENTENCE THAT SUMS-UP THE PARAGRAPH AND RELATES BACK TO THE THESIS?_______________

10. Self and Peer Assessment • Good ideas from your practicum experiences or own experiences?