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FIP Module 5

Student Ownership of Learning: Peer Feedback, Self-Assessment and More
by

Jessica May

on 16 April 2015

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Transcript of FIP Module 5

III. Goal Setting
II. Student
Self-Assessment
Student Ownership
of Learning:
Peer Feedback, Self-Assessment and More

I. Peer Feedback
Students who set specific and challenging goals are going to be more engaged in their own learning.
Those who track their learning are going to be more focused on that learning, and the tracking can be a form of motivation.
What's The Point?
Peer feedback allows students to think about their own work as they work with another student.

A student might conclude that "
I didn't do that
," or "
I need to add, that as well
." It is a cognitive process that helps to enhance their
learning.
These goals should be specific. They should include the following:
the intended learning (needs to be identified)
the current status (needs to be described)
a plan of action (needs to be outlined - What should I, the student, do to help my teacher help me learn?)
IV. Tracking, Reflecting on, and Sharing Learning with Others

1) Start with Learning Targets.
2) Match Assessments to Learning Targets
3) Use of Evidence - Will evidence be used formatively or summatively?
4)
Document
Evidence
5) Time and Instruction
(Model how to self-reflect)
6) Sharing Opportunities
What preparation do students need to be able to self-assess accurately?
1) Provide
CLEAR LEARNING TARGETS
so students can assess their work.
2) Provide
TIME
for students to assess their own work.
3)
INSTRUCT
students how to self-assess.
4) Give students the
TOOLS
they need
TO GUIDE
their self-assessment.
5) Give Students
OPPORTUNITIES TO ADJUST
their learning based on their self-assessment.
Full transcript