sequences of concepts are presented in greater detail. They should use reasoning to figure out how the paragraph will go.
e. Editing
Editing is the process of students checking and correcting the text in its final form. It may be defined as the process of revising a piece of writing's sentence structure, word choice, spelling, punctuation, grammar, and capitalization
1. As with teacher assessment, learners should only be judged and thereby assessed using the published assessment criteria. It must be stressed that peer assessment must be managed carefully. If peer-assessment activities are not appropriately managed by the teacher.
2. learners will be publicly ranked according to their performance – this will only serve to demotivate less able learners.
3. learners who are performing well will not find peer-assessment activities challenging and therefore their learning will not be extended, which defies the very principles upon which the Assessment for Learning philosophy is based.
Kollar and Fischer contend that peer assessment is "fundamentally a collaborative activity that happens between at least two peers," as well as "an important component of a more participatory culture of learning" that aids "the design of learning environments."34.
Peer assessment is regarded as particularly valuable in terms of providing additional formative feedback. It is argued that students demonstrate a greater acceptance of observations about their work when they come from a peer rather than from a teacher.35
Propose peer assessment as a teaching approach which beneficial for lecturers to improve students’ writing performance. By applying peer assessment in the classroom, students can practice their writing and receive immediate feedback.
Besides, they could interact with their classmate. Feedback from their peers can sometimes be more acceptable than the teacher’s feedback.36 Another benefit of peer assetment also stated by Peer assessment has been found to be beneficial in a number
34 Kollar,I.,& Fischer, F.. Peer assestment as collaborative learning : A cognitive perspective, learning instruction, 2010
35 Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2010)
36 D. Spiller, “Assessment matters: self-assessment and peer assessment”, Hamilton, New Zealand: Teaching Development, The University of Waikato.pp. 1-19,(2012)
of contexts and with students of all ages and abilities, especially when it is well designed and presented to achieve the intended objectives (although of course, this latter is true of other pedagogical techniques as well).37
b. Type of Peer Assesstment 38 1. Formative Feedback
Students provide formative and constructive comments on drafts so they can make changes to before submitting the final product. This can be done in class or via a variety of online resources, such as UBC's Canvas. The teacher or TA assigns the final grade. This can also be accomplished with a collection of assignments. Students receive peer feedback after each activity, which they can apply to subsequent assignments in order to improve over time.
2. Peer Grading
Students assign grades to their peers depending on assessment criteria. Peer grading is frequently done with the help of internet tools that randomly assign tasks to a group of students. Students use an online rubric to review their peers, and final grades are frequently derived by taking the median of all peer grades received for that project.
3. Peer Assesstemnt of Group Work Participation
It can be hard for teachers to grade group work since evaluating the contributions of individual students is difficult. Many instructors use peer evaluation to improve teacher grades by integrating a participation component in group activities. Based on criteria specified by the teacher, students utilize a rubric to assign a participation score and general remarks to each group member. The
37Keith J. Topping, Peer Assessment : Learning by Judging and Discussing the Work of Other Learners, University of Dundee, Dundee, Scotland, UK, 1 : 7,( 2017)
38https://www.celt.iastate.edu/teaching/assessment-and-evaluation/peer
assessment/#:~:text=Formative%20peer%20assessment%20involves%20feedback,as%20part%20of%20a%20grade.
instructor then assigns each student an overall participation grade for the assignment based on these ratings.
c. Procedure of Peer Assessment
In peer assessment there are procedures or steps that must be taken so that the peer assessment goes well. here are the steps to do39 :
1. Step One: Preparing Students for Peer Assessment
• Think about what you would like students to accomplish in the session. Explain to students at each step of the way the pedagogical reasoning for the activity.
Let them know they can improve their own work by critically analyzing the work of others.
• Facilitate the marking or evaluation process by giving students practice in providing assessment and feedback:
• Give them a sample assignment and assessment (ideally similar to assignment that will be peer assessed)
• Ask students to individually grade and give feedback on the sample assignment using specific rubrics, criteria, or worksheets (see below). Students will contribute more if they can write directly into an electronic form or document, rather than simply listing responses on the board.
• Discuss and compare evaluations in a group setting (or through activities such as think pairshare).
2. Step Two: Planning the In-Class Peer Assessment Session
• Choose an appropriate assignment to undergo peer review - aim for three pages or less in terms of assignment length. Plan enough time for reading and assessment.
• Ask student to bring in sufficient copies of their assignment to share with their peers.
• Either allow students to choose who they exchange their assignments with or anonymize the process.
3. Step Three: Facilitating the In-Class Peer Assessment Session
• Actively facilitate, ensuring that students have access to the rubric to be used.
• Model how to use the evaluation form or rubric. This will help students understand expectations.
• Adhere to a strict timetable, but give enough time for the assessment process.
39 Paulina Rousseau ,Best Practices,Peer Assessment , (2018) Ryerson University
• Explain to students what they should do, and for how long - give students x minutes per assignment.
• You can read a sample and see if feedback is on track