Defining and redefining student success: Building assessment around the process of student learning...
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Defining and redefining student success: Building assessment around the process of student learning Miranda Sin I Ma [email protected] Senior Instructor,
Defining and redefining student success: Building assessment
around the process of student learning Miranda Sin I Ma
[email protected] Senior Instructor, ELC Coordinator, Writing
Centre Faculty Coordinator, CTLE
What have you done to reward students in the past for their
successes?
Slide 8
Lets pause for a moment & switch gears
Slide 9
Slide 10
Peer Review
Slide 11
Studies on the use of peer review in second language
writing
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Study 1 Hu (2005) Hu (2005) carried out a 3-year project where
he adopted, created, and implemented 19 peer review training
activities in his classes. These activities were categorized under
their function including awareness- raising, demonstration,
practice, reflection and instruction, explanation of procedures,
and pre-response review. A total of 4, 13, and 15 activites were
used repectively in 2001, 2002, and 2003. It was concluded that
peer review was conducted most successfully in 2003.
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Study 2 Min (2006) Min (2006) demonstrated how trained peer
review can be effective by investigating the incorporation of peer
feedback in the feedback receivers subsequent drafts.
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Study 3 Lam (2010)
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To sum up, Based on these studies (and many of the same kind),
success is usually measured by: uptake of peer feedback accuracy of
the peer feedback quality of the revisions What are my goals of
using peer review in my class?
Slide 16
So far we have defined what successful teaching and learning is
from your teacher perspective looked at how peer review can be done
successfully from your researcher perspective now lets switch gears
again
Slide 17
Now you are all my students learning how to do peer
review!
Slide 18
Providing peer feedback Prompt: Examine why people develop
phobias and discuss how a phobia can affect peoples lives. A lot of
people in the world suffer from phobias and it is a terrible
problem. It can make life very difficult. Imagine you were afraid
of meeting new people and you had a job like a teacher where you
met a lot of new people all the time. Perhaps you would even have
to leave your job. We dont know why people develop phobias,
although they may be caused by a bad experience. For example, an
experience like being bitten by a dog may lead to fear of dogs or
if you see something bad happen to someone else, you might develop
a phobia about what happened to them. Family may also be an
important factor in deciding if someone develops a phobia. Phobias
could be genetic or they could be learnt. The effects of phobias
are much easier to identify. In the short term there are a range of
physical symptoms that can be brought on by a phobia, which range
from sweating to nausea to feeling faint or a lack of sleep and
problems with concentrating. A phobia can also change the way a
person lives their lives and have considerable long term effects. A
phobia may stop someone from being able to do their job. In
conclusion, bad experiences and family may cause phobias and
phobias can have very bad effects on peoples lives such as not
having any friends or not being able to keep a job.
Slide 19
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How many of the same questions in the comment boxes did you
get? How many of you are successful peer reviewers?
Slide 21
Lets rewind. I will give you another chance.
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Generate criteria of a good peer feedback giver &
receiver
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One thing that I am teaching recently peer review
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Step 1 Intro to peer review (PR) Step 2 Ss practice PR on their
own Step 3 Ss peer review the same text as a class Step 4 Ss review
sample peer review questions provided by the teacher Step 5 Ss
Compare their own questions w/ the sample questions Step 6 Students
get credit for asking good questions on the quiz
Doubts about the purpose of peer review Hesitant about
commenting on others work Inability to recognize problems Inability
to read deeper into the text Inability to give quality feedback
Challenges with Peer Review Insufficient time Ability to recognize
some problems Ability to interact with the text/writer Ability to
filter through their peer feedback Ability to give some meaningful
feedback Willingness to offer feedback My idea of a successful peer
review session
Slide 35
Redefining success Understanding students ability and inability
through Vygotskys (1978) Zone of Proximal Development (ZPD)
Vygotsky (1978) defines the zone of proximal development as the
distance between the actual developmental level as determined by
independent problem solving and the level of potential development
as determined through problem solving under adult guidance or in
collaboration with more capable peers (p. 86). Focus on students
ability rather than the inability
Slide 36
How long does it take To internalize a new vocabulary word? To
internalize the skill to facilitate a meeting? To internalize
intercultural competence? To internalize the skill to conduct an
experiment? Not one class Not two classes --- LONG! What matters is
the process. Give students credit for the learning process!
Slide 37
Based on my definition, the success of a peer review session is
measured by: Uptake of peer feedback Accuracy of the peer feedback
Quality of the revisions The thought behind the feedback
Slide 38
Hard to relate? Watch this maybe
Slide 39
Challenges that my definition faces Difficulty in measurement
Students are conditioned to get the right answer as well
Slide 40
Ways to measure the unmeasurable The yes/no check list
Purpose-specific rubrics o Designed based on your general criteria
o E.g. Reciprocal teaching (summarize, question, clarify, predict)
Student-generated rubrics Impression marking Quizzes made to
understand students progress Critical reflections We do not learn
from experience. Experience has to be arrested, examined, analysed,
considered and negotiated in order to shift it to knowledge. - H.
Stroobants, P. Chambers and B. Clarke
Slide 41
Doubts about the purpose of peer review Hesitant about
commenting on others work Inability to recognize problems Inability
to read deeper into the text Inability to give quality feedback
Challenges with Peer Review Insufficient time Ability to recognize
some problems Ability to interact with the text/writer Ability to
filter through their peer feedback Ability to give some meaningful
feedback Willingness to offer feedback My idea of a successful peer
review session
Slide 42
Your turn to redefine success What? Why? How?
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References Hu, G. (2002). Potential cultural resistance to
pedagogical imports: the case of communicative language teaching in
China. Language, Culture and Curriculum, 15(2), 93 - 105. Hu, G.
(2005). Using peer review with Chinese ESL student writers.
Language Teaching Research, 9(3), 321 - 342. Lam, R. (2010). A peer
review training workshop: Coaching students to give and evaluate
peer feedback. Tesl Canada Journal, 27(2), 115 - 127. Min, H.
(2006). The effects of trained peer review on EFL students revision
types and writing quality. Journal of Second Language Writing,
15(2), 118-141. Vygotsky, L.S. (1978). Mind in society: The
development of higher psychological processes. Cambridge, MA:
Harvard University Press.
Slide 45
Q & A
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Defining and redefining student success: Building assessment
around the process of student learning Thank you! Miranda Sin I Ma
[email protected] Senior Instructor, ELC Coordinator, Writing
Centre Faculty Coordinator, CTLE
