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I agree that we must make children have self-respect and be able self evaluate themselves.

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I totally agree with Dr. Luis Valente when he says that self and peer assessment can help students to see teachers not as a judget of their learning but as a helper or guide to become more independent learners. If students feel comfortable during their learning, they will improve their learning and autonomy when learning. So if they see teachers as their helpers or guides, they will feel more relax and the process of learning will be more effective.

The following quotation "Self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’ completely matches  with my experiences. Students must "discover" by themselves that assessment will help them to improve their learning and if they really understand this, their learning will be quicker and easier.

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Peer assessement can be really posite as well as self assessment. Students must be responsible  and they must play their role in a collaborative work.

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I highly value peer assessment as it enhances students' awareness of their learning process.

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Assessing is a challenging task for teachers; assessing collaborative learning is even more challenging. I agree with Dr. Luis Valente when he says that self and peer assessment help students to become more independent learners. I already implement them but I still believe I can implement it better. I think assigning a percentage weight to individual assessment as part of the summative assessment is a very good idea because it will certainly develop self-regulation, it will improve the quality of their work and it will make it possible to differentiate individual participation.

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I'm experiencing self and peer assessment in this period with my students and they are more responsible for their learning. I always give them check list to assess their job.

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I agree and subscribe the general idea of shared responsability in assessing collaborative learning. Howhever there's an important role of the teacher as a mediator of all process and I think is very important to include a percentage weight to individual assessment as part of the summative assement related to collaborative work. It’s important to give the opportunity for students to comment other student’s work. I believe that when they do it students (and all of us) can reflect about their own work and learning.

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This video shows us a different perspective. I really believe in the importance of reducing the stress of the student towards the evaluation process and I-m trying to change my way of assessing, implementing self evaluation and peer evaluation. I-ve did that through a game in which the students were asked to answer to some questions/comment on some themes and their classmate were to evaluate the time needed and the quality of the answer. It was challenging to them. In my learning activity I-d like to add this parameter to the evaluation scale.

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Problem situations are a challenge in the development of skills and competencies as they require a greater demand for work.
For the teacher it is necessary to think about each project, to predict duration, to observe, to evaluate differently from usual and more than that, it is necessary to know both the contents and the connection between them, whether in the discipline or in different disciplines, such as Students. Knowing the student means knowing if he already knows, has already learned, what he has learned, what competence has already reached, which is still being built and which needs to be worked on. The student must establish other relationships, go beyond exercise and repetition, make decisions, analyze the context, separate and articulate the parts of the problem in search of solutions.
For these reasons I agree with Professor Luis Valente when he refers the importance of diagnostic assessment, peer assessment, differentiating individual participation, discrete assessment, and the use of Mind Maps, Concept Maps and Infographics.

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I totally agree with Dr. Luís Valente.
Concept maps and mind maps or infographics, are extremely useful and versatile tools that are capable of valuing different skills from what is usually assessed.
Group assessment, individual assessment and self-assessment can be complementary when assessing students.

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self-assessment shows us how our students see themselves as a person and student

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I think dr. Luis Valente gave really interesting examples. I would have never thought at peer and self assessment like that.

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I really think it’s important to give the opportunity for students to comment other student’s work. I believe that when they do it students (and all of us) can reflect about their own work and learning.

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It's so important for students to get feedback from their peers to learn and maintain motivation

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I agree and subscribe the general idea of shared responsability in assessing collaborative learning. Howhever there's an important role of the teacher as a mediator of all process and I think is very important to include a percentage weight to individual assessment as part of the summative assement related to collaborative work. As some other participants already said it's essential to provide the students with a short, clear, and comprehensive understanding of the assessing process which gives them confiance, and lets little room for influences of friendship, domination or parasitism.

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It is helpful when students can get feedback from teachers and their co-workers. Then they can be much more aware of the team work and their own contribution in it. I am also convinced that this type of assessing reduce the tendency for so called lack of objectivity. tudents canteach each other how to be frank and honest while assessing others. It teaches tchem responsibility through the whole process of learning.

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I agree with Dr. Luís Valente in using the self and peer assessment since the teacher is not the only element in the teaching / learning process capable of assessing. Students, when doing their assessment, are easily aware of their difficulties and are more committed to overcoming them, as well as being assess by their peers.

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I agree with dr.Luis Valente that peer and self assessment are very important because it is helping them to objectively assess not only their involvement but their peers as well. It helps them to reflect how to improve their engagement through collaborative learning

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I totally agree with Dr. Luis Valente suggesting self and peer assessment can help students to move away from seeing teachers as the only source of judgment about the quality of their learning. As he claimed in the video “self-assessment combined with peer assessment reduces the trend for friends to assign top grades among themselves (friendship dependency), blurs the tendency to benefit the leaders in groups with fewer extrovert members (benefit of the dominators) and also reduces the circumstances in which less committed students benefit from group work without contributing significantly to it (benefit of "parasitism").”
Oral peer and self assessment is something that I have used, too. Now I can claim that I have realized the increased significance of the value of this. Because I also can observe these elements:
- their ability to negotiate,
- their ability to persuade others,
- their ability to integrate ideas from others, including different or contrary ideas.
- their respect of unusual viewpoints or inventive ideas
- their originality
- their individual handicaps

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Ana Elisabete Teixeira, Vila Nova de Cerveira- Portugal

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Ana Elisabete Teixeira, Vila Nova de Cerveira- Portugal

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I agree with Dr. Luís Valente that the use of self-assessment and peer, the teacher is no longer the only person to evaluate the student's work. Peer evaluation often has more impact on self-reflection about student learning than teacher evaluation.

Google Translation

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The video is really interesting and useful while planning assessment in our classes. I agree with Luis Valente that peer assessment and sel assessment are useful to let the students to become more and more autonomus and indipendent. I have tried asking my pupils to assess their mates work and at the begining it was really difficult because they assessed their mates' final products just according to their friendship without taking into account the piece of work. Step by step they have become more fair . Self assessment is useful to support reflection.

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Self and peer assessment can help students to reflect and be more independent on the learning.

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I agree with teacher Luís Valente that  self and peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners, because students are very critical with their work. I agree of assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work to improuve quality of work and responsability of students.

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I agree that self-assessment and peer-review are very important in the process of assessment, because it helps student reflect. I try to use them as much as possible in my classes but this requires time and we don't have: we have many things to do in a short time.

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I agree that  self and peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning I usually make self and peer assessemnt in group work, normaly they make a true judment.
I liked a lot this presentation.

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I also believe self-assessment and peer assessment increase student autonomy and responsibility. Both are essential in developing students' learning to learn competence as students become aware of the learning outcomes and they better understand what they have to learn and how they have to learn.
Dr. Luis valente suggests "Involving students in the definition of the parameters to be considered in the assessment, the teacher engages them in the process of creation and assessment." In agree, in theory, with his statement - however, I have never put it into practice. I would very much like to find out how teachers should involve the students in the definition of the parameter (e.g. does the teacher take into consideration the students defined parameters even if the teacher doesn't agree with them? or is it a negotiation process? )

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I agree that self-assessment and peer assessment increase student autonomy and responsibility. I use these two types of assessment. However, I still feel some influence from the type of relationships that students have with each other (friendship, competition, among others). To overcome this constraint and to be fair I make a balance between the evaluation proposals they make with mine and the result of this weighting is considered in the final summative evaluation.

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I agree that self-assessment and peer-assessment could be considered as more authentic than other assessment methods as they may help students to move away from seeing teachers as the main source of judgement about the quality of their learning outcomes, to a more autonomous and independent way of learning. Research has shown that self-assessment combined with peer assessment reduces the trend for friends to assign top grades among themselves (friendship dependency), blurs the tendency to benefit the leaders in groups with fewer extrovert members (benefit of the dominators) and also reduces the circumstances in which less committed students benefit from group work without contributing significantly to it (benefit of "parasitism").  I agree with this conclusions. Sometimes it's difficult to assess a group due to the parasitism, and students denunciate their colleagues when they feel it unfair. So I think individual assessment must have a percentage weight to individual assessment.

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I always attributed a percentage weight to individual assessment as part of the summative assessment related to collaborative work. I agree with Professor Luís Valente about the importance for teachers to value students’ work in its entirety. It’s not that simple, but with his recommendations and tips, it will become easier to improve the process of assessment.I particularly liked the idea of involving students in the definition of the parameters to be considered in the assessment.

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I often give my pupils the role of assessor and it seems that they find it interesting and serious because they try to focus more on the learning procedure. I usually observe them acting like teachers and this seems to empower them.

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I agree and take into account the hetero-evaluation and the social and relational skills involved in the process of comments and constructive feedbacks. It seems to me very interesting the aspects emphasized by Professor Luis Valente: For example, teachers can include in the assessment criteria the depth of the concept maps
Produced by students, the number of branches featured in the mind maps, the clarity of the
Infographics, the aesthetics and creativity, and the synthesis and wealth of language used in these
Kind of artefacts.

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I think that self assessment  and peer assessment are vey important to increase the responsability of students in their learning process. I try to use self assessment grids and peer assessment grids. I usually consider individual assessment as part of the summative assessment related to collaborative work.

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I agree as Professor Luís Valente. Combining self assessment with peer assessment and integrating these parameters, with a specific percentage, into summative assessment, we have a more realistic evaluation of each student.

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Dr. Luis Valente, uses the questions posed in the teacher videos featured earlier in this module and earlier in the course as a starting point. He offers some answers and suggestions related to the challenges teachers describe concerning diagnostic assessment, peer assessment, differentiating individual participation in group work, discreet assessment, and the use of Mind Maps, Concept Maps and Infographics.

I agree with Dr. Luís Valente. I consider self-assessment and peer-review very usefull to the assessment process . I use them often and I'll try to improve each time more!

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I think it is important to be able to assess the individual's performance within the group, and giving a percentage mark for this makes sense. I agree that self- and peer-assessment can enable students to become more self-aware of their learning and, in turn, help them to become responsible for their own learning. Peer-feedback must be explicitly taught, and can become a very useful and fruitful class-room method.

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I agree that self and peer assessment are a way of engaging students in their own assessment process. The fact is that in our schools, assessment is something that is considered of the teacher’s entire responsibility. Maybe it’s time teachers transfer some of that responsibility to students and this will surely lead them to being more independent learners. Of course, we need to give them the tools to make a clear and objective judgement of their own and their peers’ work.

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Although I have little experience in this field, I agree with Dr. Valente's suggestion, since involving the students in the assessment processes allows them more self-awareness inside the classroom and inside the group, developing responsability, assertiveness and better interaction abilities with their peers.
As stated before, I prefer to assess the groups as a whole in these kind of projects, since I try, mainly, to focus the assessment in the process and procedural interactions, rather than the final product. I find the product is better when the process is better, so I focus most of my attention in helping all the gears to run smoothly during the workflow. Although, I agree we can, if needed, insert an individual assessment component, using a specific percentage within the summative assessment criteria.
Since I'm from Braga (where University of Minho was built) didn't know I had such an esteemed "neighbour" working on collaborative learning. I'm very happy to know my hometown's university is working in the frontline of this needed teaching/learning change!

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I agree with Dr. Luís Valente when he says that self-assessment and peer assessment increases students' autonomy and responsibility and that it is important for them to be evaluated by others other than the teacher.
It´s possible that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’ when students use these types of assessments regularly.

Usually, I use a percentage scale for the assessment of individual work and following the criteria established by the school. This assessment integrates the final summative assessment.

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I agree with Dr. Valente, self and peer assessment help students to become more independent. Today the teacher role is changed, Now he is more a coordinator of activities and facilitator of learning than a teacher.

In my school there are some experiences of peer education and flipped education.

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Rubric  and checklists are very useful to help students become more autonomous and responsible of their learning ,altghough I have not  a direct personal experience in carrying out self & peer assessment among my students.They also develop interpersonal and intrapersonal skills which have to be included in the criteria when students collaborative work is assessed. Another advantage is that it reduces the trend for friends to assign top grades among themselves (friendship dependency), blurs the tendency to benefit the leaders in groups with fewer extrovert members (benefit of the dominators) and also reduces the circumstances in which less committed students benefit from group work without contributing significantly to it (benefit of "parasitism").As for individual work I agree that it has to be taken into account and become part of the summative assessment, otherwise students get disappointed, although I must say that it is difficult for me as a teacher to articulate the criteria in a precise way. However I will take into account Dr. Valente's advice he provides in his video

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I am strongly convinced of the view that self and peer assessment techniques eradicate the friend dependency because I have already experienced this at the beginning of this academic year in my English classes with 7 graders.If we do not attribute a percentage weight to the individual assessment, how do we consider to give the final assessment?

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Self and peer assessment can help the students to be more independent in process of learning and the teachers are not just only source of judgment.

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(My learning diary:
https://padlet.com/vmnf/t15kcywjqs93 )
I fully agree. Inclusively if peer assessment is accurate we can almost remove teacher from assessment equation. Of course teacher should be present to mediate the process and to keep it fair for all students and groups. We must average deviations due to biasing and lack of assessment correctness from some students and / or groups.
I have no experience to comment if it reduces or not still it seems it should match my future experiences.
If it helps to reduce the trend for friendship dependency, benefit of the dominators and benefit of parasitism it clearly should be used. When a group presents a work if on development I noticed that some students are more engaged than others or that they work more I try to differentiate grading and justify it after final presentation, so it acts like a mix of individual and collaborative assessment (but not by peers).

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Dr Valente's suggestion are really helpful and I agree that peer assessment increases indipendence as learners and builds self confidence.

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It’s always a pleasure to listen to Professor Luis Valente. In this particular case about the assessing collaborative learning. I found the tip of Mind Maps, Concept Maps and Infographics particularly interesting.

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If a school try to combinate peer assessment and self- assessment  it will be a winner one

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Very interesting information on assessment

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The following assessment tips are of great importance.

1. Identify the learning outcomes.

2. State explicitly the activity expectations.

3. Use rubrics.

4. Provide timely assessment feedback.

5. Use a reflective process.

6. Allow learners to develop portfolios.

Self-assessment and peer evaluation allow students to assess their own learning activity, motivate them,  give feedback on the work of their peers.

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We agree with Dr. Valente regarding individual assessment and peer.

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Very interesting information on assessment

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All assessment is important. We've dealt with summative assessment more throughout the years. We haven't yet put our minds into working with the assessment provided by our students. I think that's a great idea. We have to engage students in the process of assessment from the beginning. They should know what is being assessed. With self and peer assessment we can be sure they'll do a great job. They know each other well and they can give factual, precise and clear feedback of others' work.  Of course, they to have clear assessment tools we should give them. I don't have a lot of experience in collaborative work. Some years ago I worked with wikis. It was very good and it improved my students performance because it was a big class and they work at home a lot. Two years ago I developed a project working with e-twinning. That wasn't so good. We got lost in translation! I want to improve some things about my assessment. I want to know the best techniques to weight (%) their work when in group. I find that difficult. I don't want to remain as the "sole assessor" in my classroom.

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In traditional school, teachers were in fact the only ones with the power to assess. When passing to another form of teaching/learning and implementing self and peer assessment, there’s the risk of the students being either too hard on their peers or not impartial towards their friends work on the one hand but, on the other hand, having the possibility of assessing their peers work as well as their own, makes them much more responsible thus helping them become independent learners.

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My personal experience confirm Professor Valente's words. Peer assessment is very important, because students are aloowed to distance themselves and have a clear look at the activity. It also enhances collaborative work because students share a common responsibility.

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Self-assessment conjugated with peer assessment are more authentic, as they more easily allow changes in students in relation to the quality of work, making learning more autonomous and independent. If evaluation criteria are clear and overall work is assessed, this combination reduces the benefits of dominating and "parasitic" students, as well as reliance on "friendships" for evaluation. In this way the work becomes truly formative, since it allows to develop, beyond other aspects, the self-control.

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Italy
I haven't yet experienced peer assessment because my students are 10 year old and a few of them, in my opinion, are not mature enough in the first term. I think that formative evaluation and self assessment are an integrated part of evaluation and partecipate to summative evaluation.
I think that metacognitive work in class is fundamental to learn how to learn and to encourage students partecipation, autoregulation and motivation

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I also think that self-assessment and peer-review are very important elements in the process of assessment. I try to use them as much as possible in my classrooms but it is very difficult because we need time. We have so many things to do, and the moments to discussion are left behind. Also, students don't have many times the independence and autonomy to judge. It must be an habit.

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Self assessment is very important because it helps learners reflect on their skills d promotes metacognitive knowledge. Peer assessment is equally important. Yet students need to be taught to use proper language and to think positively and in favour of the group when they assess their peers.

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As students entering secondary school are not always used to giving and receiving peer reviews they need time to develop the right skills. They already are struggling with fitting into the group that they find it hard to be objective. However, I do see the point that once they have developed the skills they will realise that it is more important to be objective than favour their friends.
Helping the students develop review skills will certainly benefit their learning process.

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Dulce Freire, Fernanda Cunha, Marco Fernandes and Vítor Silva, Portugal

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Dulce Freire, Fernanda Cunha, Marco Fernandes and Vítor Silva, Portugal

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At this point it seems to us that peer evaluation as well as self-assessment is an important point in collaborative learning. Although we do not work collaboratively, self-assessment is a common practice, however, in our school, the youngest students (10-12 years old) show great difficulties in doing so impartially, probably because at any moment in their previous education was never asked to make this kind of reflection. However, as they grow and because it is compulsory, in our school, that the students do this, we notice that as a rule they are quite fair and correct when they do the evaluation of their own work. This seems to us to be a very useful tool because besides compelling it to develop the critical spirit, makes the student more responsible and autonomous in the process of learning. So, we agree with Dr. Luis Valente

About the question related to friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’ we don’t combine self-assessment with peer assessment  so we have no experience about that, however  we believe in Dr. Luis Valente.

We think assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work a great idea, however at this stage in our schools isn´t easy to convince ours colleagues to approve this kind of assessment, because if they do it, they will have to do collaborative work with the students and we think, that at this moment, most of them do not want to do it to they cannot do it. This may happen either because they don't have enough time and think it's too complicated to manage the schedules or because they believe they haven't the skills to work that way, specially as far as technology is concerned.

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What is consistent across the varieties of online collaboration is that collaborative learning will be more successful when it is valued, and that any such assessment should begin with a very specific understanding of desired learning. For example, in some collaboration activities, learning to collaborate is seen as an important part of what is to be learned; in others, it is merely a means to an end. In some collaborative activities, collaboration is focused on producing a group project, in others it is designed to improve the quality of individual work. Specific requirements for collaboration, including detailed assessment rubrics focused on critical collaborative processes, will help students achieve desired goals.
A simple example of this kind of assessment using summative testing is to give each student a grade based on some combination of their test score and the average score for their group. Another frequently used scheme is to give a common assessment for a group project and have group members rate their peers’ contributions which are then averaged for individual grades.

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Indeed, I agree self and peer assessment help students to become more independent learners because it is a way to learn how to improve skills for working collaboratively. One key issue is to encourage pupils to be polite when referring to their peers.

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In agreement with the views expressed by other mates, in my experience it's essential to provide the sutudents with a short, clear, and comprehensive rubric which gives them confiance, and lets little room for influences of friendship, domination or parasitism.

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Assessment is clearly a useful tool when teachers transfer some of that responsability to the students, even though we must consider if students are in fact providing responsable self or peer assessment.

Self and peer assessment will allow students to move away from seeing teachers as the only source of judgement, and we know for a fact that sometimes peer assessment or simple feedback given by other students may be harder for a student or induce some discussion, which can provide better judgement or assessment among each others.

Both combined assessments reduces the trend of the benefit of the dominators or friendship dependency, although I consider that it reduces significantly the trend of the benefit of parasitism due mainly to self assessment but also peer assessment and the rubrics that we may induce for them to work evenly with each other. Thus, individual assessment becomes a main part of the weight of the summative assessment in a collaborative work.

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I totally agree with Dr. Valente. In my opinion, self-assessment and peer-review are very important elements in the process of assessment. I try to use them as much as possible in my classrooms

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I fully agree with Dr. Luís Valente. Indeed, through the use of self and peer assessment the teacher is no longer the sole owner of the assessment of her/his students. More importantly, for the students, the assessment by their peers has often more impact in the self-reflection about their learning than the assessment by the teacher. I also agree that peer assessment helps reducing the trends identified by Dr. Valente when students are organised in groups, which, in my experience, are present every time the students work in groups. This helps fulfilling the basic goals of collaborative work, which, much more than working in groups, is about learning how to work together efficiently and how to contribute actively to a common outcome. Finally, I've found very useful the suggestions of Dr. Valente for the integration of the individual assessment into the summative assessment of the collaborative work. By constructing rubrics and checklists that record the fulfilment of those aspects by the students as they perform the activities and then attributing a percentage of the summative assessment to this individual assessment one can successfully integrate individual achievement in the assessment of the team's work. However, the teacher needs to design the activities in such way that they do provide the opportunity for her/him to assess how the students perform in each of those aspects.

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I agree with Luis Valente's assessment of self-assessment and peer review. In fact, self-assessment and peer evaluation allow students to assess their own learning activity, as well as give feedback on the work of their peers.

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As Luís Valente says: "At the end of a collaborative activity, it is suitable to request from the student an overall assessment of the group's work, and the assessment of his own inputs and participation, while using the same model to assess the inputs and participation of the other members of the group."

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Sometimes I used peer-assessment as a useful tool , but I think it's very important to give independence and autonomy in the learners' process, and it's a way to let the student be aware and responsible of his and others' works. I agree with Valente's idea of assigning a percentage weight to individual assessment in a collaborative activity, because the students realize that their contribution is important for the final product and they can't work less and depend on the best students and obtain the same result as learning and as evaluation for the whole teamwork.

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My experience has been that the pupils are often too strict with themselves and each other - so a good clear rubric or checklist is extremely important.

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Self- and peer assessment contributes to the development of really important competencies of future citizens: criticism, self-criticism, introspection, analytic thinking, responsibility and willingness to improve and better ourselves personally and professionally.

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I agree that self and peer assessment can help students to move away from seeing teachers as the only source of judgement while helping them to become more independent learners. Form my experience students are quite fair in their evaluations and they can learn form each other mistakes and competences. What I think that sometimes fail is the time to do this in class.

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self-assessment and peer-review are key elements in the process of assessment. I sue both of them in my virtual classroom and the students are very critical with themselves and their classmates.

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I often use a form of self-assessment but in relation to the assessment of behavior. I rarely ask for the self-esteem and teamwork has never been using mutual evaluation. I like the idea, but I have my own limitation as to time. Imagination does not allow me yet to imagine lessons - 45 minutes from all these elements plus evaluating mutual. Fantastic idea for a project, a workshop, but not a lesson.

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My experience has been that the pupils are often too strict with themselves and each other - so a good clear rubric or checklist is extremely important.  Developing social skills and learning how to give feedback in a respectful manner is absolutely vital - even more so, when the feedback is being given in the non-native language.

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My experience has been that the pupils are often too strict with themselves and each other - so a good clear rubric or checklist is extremely important.  Developing social skills and learning how to give feedback in a respectful manner is absolutely vital - even more so, when the feedback is being given in the non-native language.

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The self and peer assessment can help the students to see how is the process and they become a part of it. It helps them become aware of what they have really learned and need to learn by allowing them to start building their own path to new learning by differentiating themselves from others.
Individual assessment in a group, in my opinion, is very difficult and Dr. Luís Valente suggestions are useful.
I think the use of Mind Maps, Concept Maps and Infographics are extremely useful and versatile tools to valuing different skills .

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I agree that self- and peer-assessment helps students become more independent learners. Every time I examine students' orally, I ask one student to help me with the feedback, which should both raise objectivity of the exam and the listener's skills.
As I have never tried such assessment, I have no experience of "friendship dependency", "benefit of the dominators" and "benefit of parasitism" but I believe they exist.
As for the percentage, I just wonder how high it should be. Nevertheless I hope to find some tips in the resource section.

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I agree that for students it is very important that the teacher is not the only source of judgement. Giving feedback to others and receiving it from them is important and interesting.  I think mind maps and infographics are very useful.

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I agree with the position of Dr. Luis Valente. I believe that peer evaluation can contribute to a reflection on one's own work and also counter the idea that the teacher is the only element capable of evaluating. It also gives a valuable image to the student.
This view corresponds to my experiences in the classroom.

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I agree with Dr. Luís Valente.
Concept maps and mind maps or infographics,  are extremely useful and versatile tools that are capable of valuing different skills from what is usually assessed.
Group assessment, individual assessment and self-assessment can be complementary when assessing students.

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The self and peer assessment can help the students to see how is the process and they become a part of it.
Occasionaly, in the past, I ask my students to evaluate their colleagues or themselves, but this year, it's frequently sand the students like to do it; they become more independent and responsable.

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I have no experience in evaluating the students for themselves and for the peers, only today I enderstand across their importance, agreeing with Dr. Luis Valente.
About On assigning weight to individual student assessment, I agree because it is a way for student to be fair in their assessment and to reflect more closely on it.

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The concept of different types of assessment including peer and self assessment helps students to reflect their own learning progress, its´practical and useful. Assigning percentages as a way of summative assessment can help students perceive such assessment as a reflection for further learning, as something with a positive value.

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I do agree with Dr. Valente's ideas about self and peer assessment. They help students to be more independent of their learning. Students must know that the assessment is not a judgement on the people but on their work. The teachers are not just the only source of judgement. He suggests a variety of assessment forms which can be used in teaching learning process.

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I totally agree with Dr. Luís Valente and I assign a percentage weight to self and peer assessment as part of the summative assessment. I consider it important to collaboration work for the reasons related by Dr. Luís Valente.

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The idea of valuing the students work as a whole is a key message to leave us with. I like the idea of using rubrics to peer and self assess and then using mind maps to assess individually. This allows for a meaningful way to assess both.

Oral peer and self assessment is something I have used over a number of years but now I can the increased significance of the value of this.  Sometimes friends can offer positive comments for friends, but if you actually name this is class, and share your expectations with the students that you are not looking for this to happen then it happens less. Similarly, if the expectations you share indicate that no one is a passenger on the learning journey, then over time all children participate.

With regards to knowing if they are going to be assessed can be covered by letting them know that all their work is valued and therefore all work, at all times could be assessed.

The wording given with regards to mind maps, could be easily turned into a rubric which can be shared with the students, and then used to assess.

Yet again, this video is full of great ideas that can be used in a number of contexts.

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Self-assessment and pears assessment help the students to be more independent of their learning and I agree with Dr. Valente.

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I agree with Dr. Valente. it is very important that students understand that the assessment is not a judgment on the people but on their work. for this reason it is important to learn to judge their own work and also that of their colleagues in order to improve together.

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Indeed peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners.

Research shows that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’ and that this match with our experiences.

Assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work seems important and maybe we adapt that suggestion.

What we like most   is the idea of involving students in the definition of the parameters to be considered in the assessment .

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Dr. Louis Valente is absolutely right !Self and peer assessment help students to be more independent. It is very important that students feel the teacher as a support rather than a judge. In this way students will be more creative, They will work at full capacity and the ultimate goal will be a success!

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I agree with Dr.Valente. Self and peer assessment are important tools in the teaching learning process.

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During the assesment, students behave more serious and they feel more responsible so they reduce the friendship dependency. I agree that student's individual participation can be integrated into the students summative assesment. However, teacher must be asses the activity from the begining to the end of the activity.

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I  absolutely agree whit the statement that “self and peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners”  and I believe that self and peer assessmentcan improve the relations between the group members, in order to achieve the learning goals. But I also think that is necessary that first the students develop that skills.

I never tried combining self and peer-assessment, but I will, because the results of the research are very interesting.

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Currently my assessment is based essentially on collaborative work.

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About assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work, I think it should do carefully. In my experience I usually reduce the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’ by imposing that the member of the gruop that have to show/demonstrate the results obtained by the group is the weaker one, the one with more difficulties. Finally I give the same mark to all the member of the group. It works.