#peer evaluation

In this peer review we discussed how my project was progressing. They agreed that I had accumulated a lot of research into derelict buildings but that I could further look at the different layers of an interior wall to the brick, I agreed that this is something that I should look at as I progress.

Another thing they suggested was to look at recreating a broken ceiling in my piece. This I thought was an excellent idea and hopefully look at doing some testing to see how realistic this would be to make. For this I would have to source materials like wood and perhaps look at creating a small scale model of the finished piece.

My peers also mentioned that I should think about how my work would be affected by light. This is something I will look at and hopefully incorporate into my work whether there be a free-standing light at the back of the piece shining down on the work or another way.

From reading my peer feedback, I have gained some more ideas about different approaches to produce my final piece. I was recommended to do a GIF as it would be a more simple process, but still effective. They also suggested me trying out a simple background such as a bathroom, which I will consider and experiment with. 

They have also suggested to take a closer look at my influences and base my piece on a particular scene. 

I will definitely use some of the recommendations I have received from my peer feedback.

In the fourth unit, the focus was on assessment defined as “individual students’ achievements”.

Assessment is a complex theme in CLIL because both language and content have to be taken into consideration, even though content is the dominant objective.

In order to be effective, assessment has to:

Be     a carefully planned integral part of the lesson.

Be     decided with and involve students. On one side, students have to be aware     how the assessment process works. On the other side, peer and     self-assessment are essential tools to make them aware of the importance     of the assessment and to promote higher order thinking skills.

Make     clear the learning intentions and the success criteria so pupils can     understand where they have to go and how they can reach their goal(s).

 Assessment has to be both formative and summative.

The formative assessment, or assessment FOR learning, has to be carried out throughout the whole unit as it helps

-       students to understand where they are, how they are proceeding

-       teachers to clarify misconceptions and adjust the learning to pupils’ need.

Self- and Peer evaluations are great example of formative assessment: they require cooperation among students (especially peer ass.) and they need quite some time before being really effective. At the beginning the students tend to be to severe with themselves and not fair with their mates and they usually feel ill equipped to undertake assessment. Only time, effort and many repetitions of the assessment tasks help them to develop the necessary skills to evaluate themselves and their own mates.

In formative assessment, a very useful tool is the rubric. A rubric allows to make explicit assessment criteria for a specific task. It helps both teachers and students. The first ones can give clear and fairer evaluations in a short time while the second ones can understand exactly what they did correct and what was wrong. A great online tool to create rubric in a fast and easy way is http://rubistar.4teachers.org/index.php. If you do not know it, I really suggest you to try it! I used it for my teacher assessment grid, as you can see at http://www.slideshare.net/ValentinaGalli5/module-41-evaluations. Nevertheless, I think that Rubistar criteria descriptions are to complex to be used in a rubric for peer or self-evaluation, especially if you work in a Primary school. Therefore I choose to use more visual grids for my unit, with short questions and some images to help the children in their task.

The summative assessment, or assessment OF learning, is a more formal one as it compares the progression in learning with public criteria; it takes place at certain intervals where achievement has to be reported.

I had already some knowledge on the topic, as I am very interested in the potential of self- and peer evaluations. I have already tried to put them into practise with some students: I soon realized that they require a long preparation if we want that students feel to be ready for the task. Therefore I think it is essential to introduce these assessment tools step by step, starting form the first day of class and adapting to the pupil’s age; the process requires a continuous work where the teacher is guiding his/her students to get all the necessary skills to understand where they are, where they should arrive and how.

 Finally, I would like to conclude my reflections on this  fourth unit, presenting you a Thinking Routine which I chose to do with my Young students: http://www.slideshare.net/ValentinaGalli5/module-42-thinking-routines.

As its name says, it fosters reflection. I found it very interesting, I hope you will enjoy it too.

 See you in the next post!

It is often said that cured the competition, greater is the service. In the major announcement, if we denudate the word 'better' and invest 'healthier' along with replacing services with education, you will get the present education based scenario in United States. <\p>

Many coeducational counselors debate as so that why only some in relation with the colleges and universities fight in that the top syntactic analysis, while other institutions fall delayed. The concept of understanding the rocking horse 2000 ranked universities with respect to United States also hovers around the same round of debate. <\p>

Let us start the debate by asking a simple question; what is trust between the following universities: Massachusetts Institute of Technology, Stanford University, California Institute on Arena, Princeton University, Duke Preschool and Rice University. The answer is simple, the above universities along in line with some European campuses and a pebble of Asian educational hubs fit into the top slots of any educational ranking system which rates campuses. <\p>

There are many universities which have revolutionized the concept of education, wherein 'state as respects the art' facilities join stylish of the largest faculty members, but when it comes to results, disadvantaged parol is better. With peer evaluation an important side as regards college & university ranking system, many educationalists have debated the authenticity of these rankings. But apart ex peer determination & surveys, there are so many other aspects of a preponderant system. Actually, there are apt college rankings which do not considered peer evaluation surveys, and even then the too universities top the leaning. <\p>

The reason being, top ranked universities not yet provide world class facilities, but these institutions are laid herewith a solid earth touching education based principles. Most top normalized universities make provision for emphasis on top the administration with impetus on every aspect, from sports in passage to an online university degree. Getting a better rank is a presumptive resource and product; hence we do not see a unexpectedly jump (in the rankings) of a college or a university. <\p>