# data[].attributes.headline
One challenge I've had in my recent teaching practice is engaging ALL students. A success this school year has been the implementation of digital art portfolios as a way to assess student work. 

# data[].attributes.subject
One challenge I've had in my recent teaching practice is engaging ALL students. A success this school year has been the implementation of digital art portfolios as a way to assess student work. 

# data[].attributes.headline
I have also had the challenge of student engagement this year.  One success I have had this year is students working effectively and kindly together as partners.

# data[].attributes.subject
I have also had the challenge of student engagement this year.  One success I have had this year is students working effectively and kindly together as partners.

# data[].attributes.body
Donnor's use of peer assessments were pretty effective  because she had a detailed, specific rubric for students to reference. One challenge teachers might have using peer assessments could be subjective results. Student's can come up with assessment and rubrics together as a class. Peer assessment can also be done anonymously.

# data[].attributes.headline
Donnor's peer assessments were effective based on the student responses we heard in the video.  I believe they were effective because students had ownership in making the visual rubric.  I also believe they were effective because students were kindly providing their peers with feedback to improve the texture of their bird directly from the rubric.  A few challenges teachers may face when doing using peer assessments is students not providing feedback in a kind way as well as shy students.  I have a few very shy students this year and even at this point in the year, they would struggle with having to give direct feedback like this to one of their classmates.  I love the idea of visual rubrics especially for first grades (specifically at the beginning of the year).  I would modify this by providing students with feedback choices they could circle for their peer instead of having to write them themselves.  I would modify it in this way because For some students, the writing process is time consuming and over whelming. 

# data[].attributes.subject
Donnor's peer assessments were effective based on the student responses we heard in the video.  I believe they were effective because students had ownership in making the visual rubric.  I also believe they were effective because students were kindly providing their peers with feedback to improve the texture of their bird directly from the rubric.  A few challenges teachers may face when doing using peer assessments is students not providing feedback in a kind way as well as shy students.  I have a few very shy students this year and even at this point in the year, they would struggle with having to give direct feedback like this to one of their classmates.  I love the idea of visual rubrics especially for first grades (specifically at the beginning of the year).  I would modify this by providing students with feedback choices they could circle for their peer instead of having to write them themselves.  I would modify it in this way because For some students, the writing process is time consuming and over whelming. 

# data[].attributes.headline
I would like to try the peer assessment strategy.  In my classroom I try to get my students talking to each other as much as possible.  They have a shoulder and face partner at their seating group and a buddy buzz partner on the carpet.  I think this lends perfectly to the peer assessment strategy.    

# data[].attributes.subject
I would like to try the peer assessment strategy.  In my classroom I try to get my students talking to each other as much as possible.  They have a shoulder and face partner at their seating group and a buddy buzz partner on the carpet.  I think this lends perfectly to the peer assessment strategy.    

# data[].attributes.headline
I would like to have students collectivelycome up with rubrics for projects. What counts (to them)? I'd also like to have students peer and/or self assess artwork, using written responses in their digital portfolios.

# data[].attributes.subject
I would like to have students collectivelycome up with rubrics for projects. What counts (to them)? I'd also like to have students peer and/or self assess artwork, using written responses in their digital portfolios.

# data[].attributes.body
One challenge I have every year is finding the time to fit in everything I'd like to do with the kids while still getting to all the things I have to do. This year we took on putting on a new play and decided to up the production value. It turned out great, and the kids did fantastic.

# data[].attributes.body
I think Donner's peer assessments appeared very effective for her students. I think that was primarily due to the fact that the students worked together to create them ahead of time and had clear and very focused topic (color usage and feather texture.) As a teacher I find this process is very helpful in getting the kids focused on a particular skill or topic that I want them to learn. As a teacher though, I feel the process takes a huge amount of time to be done well, and does need to be focused on a very specific part of the lesson for the kids to be successful in their critiques. I have seen this idea used in the classroom where the class generates comment cards based on things they find to be common needs in discussed examples and then use those pre-made comments to respond to their peers. This allows them to be cognizant of common mistakes while they are working on their work, and ensures that the responses are focused on specific topics (and are given in a positive way).

# data[].attributes.body
In my classroom I have the most success with rubrics and portfolios.  I think rubrics are great, class generated or teacher generated, because it ensures everyone knows the focus of the learning and they transfer ownership of grades from the teacher to the student putting the student in charge of earning the grade they want.  While they take a long time, I think portfolios are best for the students in the long term because they allow them to see their growth overtime and allows us to celebrate that regardless of individual assignment grades!  Often times growth and change is slow and gradual.  That coupled with a progression in expectations will make some students who are becoming much more capable not show much change in grades. These combined make it hard for students (or anyone) to appreciate their progression.  A portfolio allows us to show a student's growth to them and compare where they were to where they are now.  Being able to show a student how effort over time results in often dramatic change is a powerful message that can transfer beyond the class.

# data[].attributes.body
I would like to have the class come up with a checklist and use it as a self and peer assessment. By doing this there is more of a buy-in to what they are doing.

# data[].attributes.body
One of my biggest challenges is trying to cover all the information in the class course outline. A success is that all 9th graders were scheduled in an Arts education class this year.

# data[].attributes.body
One challenge this year has been keeping students engaged in a rigorous curriculum that is not a requirement for graduation.
One success has been getting students in chemistry class to make their own crucibles out of clay.

# data[].attributes.headline
Use of Peer Assessments as Observed in the Donner Video

# data[].attributes.subject
Use of Peer Assessments as Observed in the Donner Video

# data[].attributes.body
Donnor's use of peer assessments showed that she was training the students to recognize certain qualities with respect to their ability to appreciate art. This is the case because students were previously exposed to a rubric as a means of and an option for refining their own technique. Peer assessments need to happen in a classroom where the teacher has addressed challenges such as respect and collegiality in a classroom where it is safe to take risks. My modification for the use of this strategy would include an assessment of the writing that the students produced to write their comments.

# data[].attributes.body
I might want to try more written responses. To the written portion of the assignment, I would like to add some details about how things should be written in order to differentiate between the standards in writing. I would like to try more written responses because it requires the writer to process a current level of understanding. Sometimes being able to express an understanding can lead to greater understanding and application beyond the classroom.

# data[].attributes.body
Donnor’s use of peer assessment was very beneficial. By using this method, the students learn valuable skills in critical thinking, giving and receiving feedback and taking responsibility of their own learning. One challenge teachers face is, students giving “unfair feedback.  I would modify this strategy by having students make suggestions on how to improve the work and remain anonymous.

# data[].attributes.body
My biggest challenge is motivating students to work. Some students simply don't like school and getting them to initiate and remain on task is a daily ritual with many of them. However, my successes come in the form of building and maintaining a decent rapport with most students. We generally enjoy time in the classroom and casual banter.

# data[].attributes.body
Peer assessment is a good idea. It provides students a perspective into the thinking of a teacher when assessing students. As long as the students become versed in the rubric for evaluation, then the method is effective and open their minds and promotes critical thinking skills.

# data[].attributes.body
I'm agreeing with the prior comments in involving students in the assessment process. I get comments from students that accuse teachers of "being mean" and unfair in their evaluations. It's about time (for certain assignments) to put the responsibility on them and provide them a new perspective.

# data[].attributes.body
I would agree with the challenges of motivating and engaging students in the curriculum, especially when working with junior high students. But I have had success building positive relationships with my students and encouraging them to do their best.

# data[].attributes.body
I think Donnor has an effective strategy for the visual reference for specific levels. She also explained that students can choose what comments to address in their artwork or ignore. This is a good skill to learn early on. I think a pre-made list of comments would help eliminate possible unkind critiques of peer work.

# data[].attributes.body
I will attempt to use more student-driven rubrics. Possibly start with a general rubric and allow students to give input on levels and depth of knowledge. I also would like to use more visual references in my rubrics for students to see where they would rank visually.