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Peer assessment - the author mentions how students might look at comments from peer assessments more seriously than if a teacher made remarks. I think it depends on the student.

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Students need to self assess at all ages. When they self assess they will be able to truly understand what they are learning and know what the end goal of the lesson/class is. This way the student will work to their set goals.

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That within a competitive system, students that a low achieving attribute their performance due to lack of "ability". Where as for high achievers, it is due to their effort. However, in a task oriented system, all attribute performance to effort.

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Feedback that focuses on what needs to be done (in the form of comments) can encourage all to believe that they can improve whereas feedback with marks is more likely to cause students to compare themselves to others. Grades might take away from the prospect of improvement.

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The authors talk about idea of using summative tests for formative purposes because it allows the students to go through their own work and figure out a plan to revise their own thinking.

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Formative assessments can and should be used to guide instruction and show teachers what support students need.

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Cooperative learning can be helpful for all students, regardless of if they're "gifted" or not. This goes for peer assessment as well. Students can learn from assessing each other's work.

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Many teachers do not actually plan what they are going to say during their lessons but rather go along with what the students are asking to promote dialogue.

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Giving letter grades for assignments can take away from the actual assessment of the assignment, as students are likely to focus only on the grade they receive, and not the actual comments. This is something that I witness firsthand last semester in my "gifted" class, as the students were not given letter grades often. Instead, they were given constructive comments and feedback. However, as the author mentions, the use of grades should be in sync with the school policy.

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Students found that after using peer and self assessment, they were much more aware of when they were learning.

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Jenna (Peer and self assessment)- Students must understand their goal in order to be able to achieve it. Peer assessment can aid in self-assessment because it allows them to receive feedback from someone other than their teacher, which they may take more seriously and/or understand better.

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Jenna (Peer and self assessment)- Students must understand their goal in order to be able to achieve it. Peer assessment can aid in self-assessment because it allows them to receive feedback from someone other than their teacher, which they may take more seriously and/or understand better.

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I really liked how my article discussed how students can learn even more on their own, especially through self assessment. There is always an issue with students understanding the material and having time with nothing to do. Our job as teachers is to give all our students opportunities to grow depending on their level. When students are allowed to work on extra assignments on their own, they will grow in a variety of ways.

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The learning isn't over when the summative assessment is given. Teachers should use these assessments to determine what knowledge students are secure in, what most students struggled with, and where the class can go from there. Students really benefit from going over these assessments and getting feedback from peers, the teacher, and themselves.

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Summative tests as formative - less competitive, more of a step in a process than the ending judgement

Unrealistic to separate

Allows for reflective review

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When it comes to questioning, the biggest flaw that is very common in classrooms is a lack of wait time. When a teacher has a short wait time, the teacher either changes the question, asks a new question, or answers the question themselves. When this happens, the questions are typical response questions that do not require higher thinking but just memorization. By increasing wait time, students become more involved in the discussion and allows them to expand on their thoughts.

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Students need to assess their own work in order to develop a better understanding of their learning goals. In my classroom, we ask students to evaluate their own writing and set goals for next time. This helps students understand what they're expected to do in order to be "proficient", and also allows them to think about what they can do next time to improve their work. Utilizing peer assessment is a great tool. As the article stated, students learn how to give and take criticism, which is an important skill.

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I LOVE the idea of feedback through grading. The authors had the idea to just give students feedback on their work for what they did well and what they need to improve on and NO grade. I think this would work well but I have many questions about it. Would the students get time to improve all of their work? Will there be any class grades? The authors try to address some concerns but I would still worry about implementing this.

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Allowing students to self-asses or assess their peers is very beneficial, as long as criteria is clearly communicated. Allows students to think about their work more critically.

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The use of "traffic lights" allow students to decide for themselves about what areas they feel confident or strong in, and what areas they know they will need to improve. This way students can focus on their own specific goals and use classmates, and other resources to improve in those "red" areas. I have seen this already in my placement and it's a great reminder for students on what they need to focus their attention on.

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Formative use of assessment can be used to guide teaching to meet the learning needs of students. Formative tests can also be used to inform students of their learning through self-assessment and peer assessment. Students can reflect on their own assessments and improve their work in the future. Students should be involved in the testing process and see the benefit of taking a test to improve their learning.

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Teachers should allow for longer wait time. Providing students with questions that don't allow students to answer quickly willproduce deeper, more meaningful conversations. These questions don't ask students to recall facts, rather require students to critically think and respond.

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Peer and self assessment is very important in the classroom because students often learn best by teaching others. Along with this, they also can learn by reflecting on their own work, just like teachers learn best from this practice as well.

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Peer and Self assessment
Having students grouped by ability, only in their areas of strength to create richer and deeper discussion, as well monitor each others learning.

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Questioning is integrated into my science classroom in discussion, and my teacher uses it to drive students' understanding towards the essential question we are attempting to answer. In a lot of ways there is no correct answer, but to develop students' understanding of the science principles. Wait time like in the reading is extended, sometimes to the point of what I would call an awkward silence, but using the wait time for students to think about the question and involve more students.