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Thorns - getting a new student to find their embouchure with their new instrument and make sound.
Roses - when that trumpet player learns how to play the "high" note clearly and beautifully! (:

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I felt that the peer assessment was effective in the way that it may the students be more aware of what they need to be looking for in their own work as in others' work. It also creates a "team" mentality by way of working with each other.
One challenge can be that the students can become too critical and not know exactly how to carefully approach another student without hurting them.
Prior to this type of assessment, maybe spending time discussing how to approach others with constructive criticism in a helpful way.

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I think I would like to try the "Self and Peer assessment". After reading about other teachers using this assessment, I see that the students seem to learn and remember better by being the "teacher" themselves.

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One Rose is watching kids be able to focus and match pitch with Sol/Mi  after some direct instructions and other echo singing exercises. Before they would just sing random notes, now they are learning to focus their singing. 

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One Rose is watching kids be able to focus and match pitch with Sol/Mi  after some direct instructions and other echo singing exercises. Before they would just sing random notes, now they are learning to focus their singing. 

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One thorn: getting kids to understand that an 8th note is still one beat, don't rush it! 

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One thorn: getting kids to understand that an 8th note is still one beat, don't rush it! 

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Peer assessment works well with students have clear guidelines. 

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Peer assessment works well with students have clear guidelines. 

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I'm always looking for my students to be more reflective of their skills, in a meaningful way. So the Self and Peer Assessment would be a great tool to try. 

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I'm always looking for my students to be more reflective of their skills, in a meaningful way. So the Self and Peer Assessment would be a great tool to try. 

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Thorn:  Working with students that are going through trauma and helping them to find success and confidence in solving problems in new, constructive ways without resorting to their go-to reaction.
Rose: Watching students laugh without reservation at the funny book I read this week, and enjoy the song about "oo" that we sang this week.

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The rubric was effective, because it came from the students own practice work.  They created the rubric, so they were more prepared to give constructive comments to their peers. It also helped them to be constructive in their own work.  It also was student driven, rather than teacher assessed. This would require extensive oversight and planning to execute this with authenticity and value. It might also require much groundwork throughout the year to have young students develop the procedure. This is something that I would love to add to my classroom in many subjects.  I would try to modify it for use in our writing.  I am thinking how I might get my young students to read different work and construct a rubric, without degrading their practice efforts.  What could I do as a teacher moderate the conversation.

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I am very interested merging together 3 strategies. I really want the students using the concepts and skills that were taught to create a rubric themselves (with guidance). It will reinforce the skills I want them to take with them, as well as having more buy-in to the assessment themselves. It will require discussion and students will have to analyze and negotiate the necessary components. A directed lesson/assessment would be hard pressed to obtain that depth.
Assessing peers, as they create, can be very constructive. It forces them to return to the objectives of the lesson to be able to advise others and themselves.  They are revisiting/internalizing what I want them to learn without me saying anything at all.
The written response would be after completion.  I would create specific questions to see if they can take the process and synthesize it to a final reflection.

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Thorn: I noticed that when a particular student is present in choir class, some of the other students participate less in singing.

Rose: When two middle school students nailed their vocal duet (including vocal harmony and 2 bars of a cappella singing before the instruments join in).

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The peer assessments seemed to make a big difference in the revision process, especially since most of the suggestions made by peers were based on the rubric the class had created together. The combination of creating the visual rubric as a class, using peer assessments, and revisiting the visual rubric all worked together to reinforce the goals for improving texture in the student artwork.

Challenges teachers may face in using peer assessments: some students may not know how to critique others' work appropriately or communicate their suggestions clearly. Students may need clearly articulated criteria (such as the rubric in the example assessment) to refer to in order to effectively focus their critique other students' work and communicate effectively.

In the music classroom, I could develop a rubric to clarify the performance criteria for a certain musical goal/passage. Using recorded audio examples (we could record them ourselves if needed) I could work with students to categorize the recordings into an audio rubric for reference. Then, I could have students provide specific feedback to each other about how to improve performance based on the rubric we developed.

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Thorn - 3 students in my choir consistently shout and make goofy sounds when the choir is singing a beautiful ballad.
Roses - my beginning and advanced band are starting to be able to tune their instruments with other sections!

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In general, I would most like to utilize rubrics more, in addition to self and peer assessments, similar to what we saw in the example assessment.

I like how rubrics illustrate to students (and to me as the teacher) the specific differences between excellent, mid-level, and low-level work/performance.

Understanding the rubric(s) also helps students to be able to assess themselves and give appropriate constructive feedback to their peers. It helps us as a group to be going after the same target of excellence, and to approach our goals with greater clarity.

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The peer assessment seemed to be very effective because the students understood the criteria for the assessment, and had a good model from the teacher for how to make useful suggestions. Many students respect the opinions of their classmates when they are kind and well-informed. I could have playing tests where the stand partners evaluate each other based on a playing rubric.

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The AAFL website had some really great rubrics/checklists for peer and self evaluation of singing and playing musical instruments. I think something like this will help my students listen critically and be able to improve their performance. Right now they can tell when it doesn't sound right, but they lack the knowledge to fix it - frustrating for them.

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Rose:  So many of my students have truly found their love of reading this year.  It is a rose to me because so many of my students came to me with a negative mindset about reading

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Rose:  So many of my students have truly found their love of reading this year.  It is a rose to me because so many of my students came to me with a negative mindset about reading

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Thorn: I have been working with my class a lot on socio-emotional growth this year. Last week was a week full of gossip and hurt feelings that we are still
trying to work through. I hope next week we can start fresh.

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I like how the teacher approached the peer feedback for the rubric. The students clearly understand the rubric because they helped design it. She also let the students  know that the comments made by peers were just suggestions. They could chose to use them or not. Evidence shows that students can learn a lot from their peers. This class clearly has a lot of relational trust between students in order for this process to be beneficial and not harmful. The multiple discussions are important.

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I think I want to try using a rubric that the students help create (honestly I think they can help me here), some peer feedback because I think my students have trust in one another, and a video where they reflect on the process of creating because it is always something I have wanted to do. After watching the DOK video I think I may have ideas for an entire unit, not just a lesson. It blew my mind.

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Rose:
My students are becoming super successful readers.  They are starting to see themselves as readers and not as students who don't know how to read.
Thorn:
I feel like I run out of resources to help a student have self control in the classroom. It is super disruptive to everyone's learning, yet I have a hard time changing the behavior no matter what I try.

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I think this was a great way to get the students involved in the assessment process. It gives them the opportunity to really use the rubric and look deeply at the student's work. Some challenges might be getting the students to respond well to their peer critiques. One way to modify this is instruct the students on how to correctly critique. Instead of saying "don't use too much brown" they need to learn how to rephrase it to seem less critical.

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I would try the self and peer assessment strategy. I think it encourages students to take a deeper look at their work through the works of others. Students are more engaged in the process if they are encouraged to assess their own work and the work of others.

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Rose:  While teaching a visual arts lesson my students were so inspired by the colors in Van Gogh's paintings.  They used such great vocabulary to express what they saw and felt.
Thorn:  When we were working on creating our own piece of art work that used the same styles and influence from Van Gogh some students became very upset with their outcome. Many students were unhappy with the perfection of their art work.  I enjoy teaching art history but often have trouble with students when it's time for them to create a piece of art work.

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The peer assessment seemed to work very well in this class. The classroom expectations were clearly implemented and well practiced. The students used the rubric to give each other feedback. The peer feedback seemed more effective for students to want to improve their work then just hearing from the teacher's perspective. The challenges might be students be respectful to each other. This did not seem to be an issue in this classroom but if the expectations and rules were not clearly established this could be a problem. I would also do the peer reviews anonymous until the students are comfortable with each other.

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I think I would like to try the peer and self assessment. I think students will be more willing to work on and improve their work if they know that their peers will be looking at their work and giving them feedback. The self assessment is a great tool for the teacher to learn their students thought process and what knowledge they gained.