Assessment 1 ess draft


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assessment item for ensuring student success.
answers the question does peer and self-assessment contribute to ensuring student success? using the DoL - dimension 4 CRP of investigation.

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Assessment 1 ess draft

  1. 1. Amy De Martin – S0120260
  2. 2. Assessment Concept  Does peer and self-assessmentcontribute to ensuring student success?  Dimension 4 - Investigation
  3. 3. Research Information – Concept and Scenario – Year 7 Robotics Class Concept: evaluation of the use of peer and self-assessment to ensure student success. Scenario: observe students utilising peer and self-assessment techniques. Record observations. Written documentation only. Permission from all parents for image or written documentation of student work could not be obtained, images/video of robots allowed. Students were required to build and program a sumo robot. The challenge is for the robot to be able to push another robot out of the sumo circle. Requirements: 1. for the build to have a shield somewhere on the body that is a minimum of 15cm, a light sensor must be attached and functioning and that there are no hammers, claws or other add-ons that could damage another robot. Pushing is the only way to win. 2. the programming must be able to keep the robot in the sumo circle. The circle is white with a black boarder therefore the use of the light sensor is vital to ensure the robot is not disqualified by leaving the circle.
  4. 4. Research Information – observed (known)– Year 7 Robotics Class In forming groups, due to previous robotics experience, students ensured that their group included people with skills in building, programming and ideas. This links to the self assessment of prior learning/experience and what types of people and skills are needed to complete tasks successfully. In building, programming and test runs, students were witnessed having meetings, sharing knowledge, discussing what was asked of them in the task and how the successful group/s interpreted the criteria. Ideas and suggestions were exchanged and modifications made. Due to self and peer assessment of the task work being completed, groups whether highly capable or struggling with robotics, were able to successfully complete the building and programming specifications given, then complete the assessment set by competing in the sumo challenge. Competing against other class groups before defining their robots as finished was suggested and asked for by the students. When asked why they think this is a good idea and why they want to do this; their reply was that it would allow them to test out their program and robot against another group, ensuring no further modifications are needed. This questioning and reasoning process shows that there is an understanding of the value and use of peer and self-assessment in task work.
  5. 5. Research Information – observed (known)– Year 7 RoboticsClass  Images of building robots after peer and self- assessmentAll imagessourced from mycomputer andtaken withpermission ofstudents/parents/teacher.
  6. 6. Research Information – observed (known)– Year 7 RoboticsClass Videos of robot test runs and trials. Videos sourced from my computer, taken and displayed with student/parent/teacher permission.
  7. 7. Research Information – observed (known)– Year 7 RoboticsClass Videos of robot test runs and trials. Videos sourced from my computer, taken and displayed with student/parent/teacher permission.
  8. 8. Research information – observed (misconceptions) – Year 7 Robotics Class Students in the robotics class were observed to have the following misconceptions regarding peer and self-assessment:1. Peer and self-assessment was something none of them had ever done. That it is something completely different to learning strategies previously engaged in such as feedback, task discussion and question/answer time.2. When asked about strategies such as idea discussion and questioning of other students for task insight and whether this was something they had done before; the students assumed that talking to other students to exchange ideas, broaden thinking and check correct understanding of the task were all strategies that either were not allowed (within assessment tasks) or are not peer/self- assessment.3. Peer and self-assessment was initially thought of as something done in an assessment and not processes or strategies that can be incorporated into their learning for class or assessment tasks to ensure student success.
  9. 9. Resolution - Does peer and self-assessment contribute to ensuring student success? Regarding research conducted with Year 7 Robotics class.From observations and questioning completed in this class, peer and self-assessmentdoes indeed contribute to ensuring student success. If the students did not continuallyassess their own and others‟ work and then discuss the successful robots, no groupswould have then modified their work, leading to most of the groups not being able tosuccessfully complete the assessment by having a working robot for the sumochallenge.Below are videos from Mr Parson the Principle and Year 7 teacher, and from MitchellParson a student from the class answering the question of whether they think peerand self-assessment contribute to ensuring student success. Videos sourced from my computer, taken and displayed with student/parent/teacher permission.
  10. 10. Research information– The Power of Feedback by John Hattie and Helen Timperley (2007)“Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative.”(p.82) Known  Negative“When students have the metacognitive “Many students do not seek helpskills of self-assessment, they can evaluate because of perceived threats to self-their levels of understanding, their effort and esteem or social embarrassmentstrategies used on tasks, their attributions (Karabenick & Knapp, 1991; Newmanand opinions of others about their & Schwager, 1993). (p.97)performance, and their improvement inrelation to their goals and expectations. When feedback draws attention to theThey can also assess their performance self, students try to avoid the risksrelative to others‟ goals and the global involved in tackling challengingaspects of their performance. As students assignments, to minimize effort, andbecome more experienced at self- have a high fear of failure (Black &assessment, multiple dimensions of Wiliam, 1998) to minimize the risk toperformance can be assessed (Paris & the self.” (p.102)Cunningham, 1996). Most important,students know how and when to seek andreceive feedback from others.” (p.95)
  11. 11. Research information – Assessment and Reporting by Laurie Brady and Kerry Kennedy (2012)  Self-assessment  Peer assessment “provides students with “provides students with a range of motivation through engagement; feedback; it encourages critical it enables them to monitor appraisal of others‟ work; it uses performance, identify what external assessment to provide a assessment criteria mean in model for internal assessment; it practice, and assume promotes collaboration and responsibility for their own interpersonal skills; it offers learning; it develops interactive assessment; it understanding of strengths and develops appraisal skills for weaknesses; and it provides future life; it enhances validity by teachers with assessments that using multiple assessors (peer complement the more traditional and teacher); and it promotes the teacher-imposed assessments.” view that assessment is an (p. 85) ongoing and integral part of teaching and learning.” (p. 85)Though no real negative aspects to use of peer and self-assessment strategies was found inthis information source Brady and Kennedy (2012) strongly state that, “implementing self- andpeer assessment involves training and support, particularly in relation to promoting the value ofreflection, developing explicit criteria, setting targets and providing practice.” (p. 85)
  12. 12. Research information – Assessing Learning in Australian Universities by James, R., McInnis, C. and Devlin, M. (2002) Known  Negative“Peer learning can improve the overall “Lack of perceived relevance, lack of clearquality of student learning - Students learn objectives - Students are sometimes notfrom each other and benefit from activities clear about the learning benefits of groupthat require them to articulate and test their work and group assessment and areknowledge. Group work provides an sometimes ill equipped or under-skilled foropportunity for students to clarify and refine such work.their understanding of concepts through Inequity of contribution - One of thediscussion and rehearsal with peers. strongest concerns that students haveGroup work can help develop specific about group work is the possibility thatgeneric skills sought by employers - Group group assessment practices may not fairlywork can facilitate the development of skills, assess individual contributions.” (p.3)which include: teamwork skills; analyticaland cognitive skills; collaborative skills;organisational and time management skills.”(p. 2)
  13. 13. Research information - Using self and peer assessment for professional and team skill development: do well functioning teams experience the benefits? By Keith Willey and Anne Gardener (2008) Known  Negative“Rust et al. (2005 pg. 243) “Feedback is oftenreports „that of the whole provided long after theassessment process, the assessable work has beenresearch literature is clear completed at which timethat feedback is arguably students may no longer bethe most important part in interested, instead beingits potential to affect future focused on the nextlearning and student assessment task. Henceachievement.” (p. 2) for feedback to be productive and used for student reflection, it must be both timely and focused.” (p. 2)
  14. 14. Resolution - Does peer and self-assessment contribute to ensuring student success?Regarding research information collected from reliable sources. From the aforementioned research information collected it can be stated that peer and self-assessment does contribute to ensuring student success. However, it is vitally important that to be effective students and teachers alike must understand what peer and self-assessment is and the strategies that can be employed for their use and how to use the strategies effectively. If students are not informed of how to engage in peer and self-assessment nor its benefits then it can be said that peer and self-assessment will not contribute to ensuring student success.
  15. 15. Resolution – answer to the concept question Does peer and self-assessment contribute to ensuring student success?In conclusion, assessing the research information investigated from boththe investigation into the Year 7 Robotic Class and the other reliablesources; it can be concluded that yes, peer and self-assessment contributeto ensuring student success, providing effective teaching and learningstrategies are implemented for their use.Peer and self-assessment are vital to student learning in class tasks andassessment work. The Queensland Studies Authority (2009) has stated that“Australian education ministers have made the following commitment toassessment of student achievement: assessment as learning - enablingstudents to reflect on and monitor their own progress to inform their futurelearning goals.” (p. 4) This is because as explained by the NationalAcademy of Science (2000) “Strong learners can explain strategies theyused to solve a problem and why, while less competent students monitortheir own thinking sporadically and ineffectively.” (Cited in ACT Educationand Training (n.d))
  16. 16. References