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Literary Summaries and Reference Page: 10 References and Two Analytical Summaries. 

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Literary Summaries and Reference Page: 10 References and Two Analytical Summaries. 

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To have students develop a way of assessing their own learning through an evaluative process that works well for that particular student or group of students. A variety of assessments will be used and implemented with close teacher monitoring so that students can develop a system that works best for them on an individual and collaborative basis.

"The goal of action research is to enhance the lives of students and teachers through positive educational change...The routinization of instruction still suggests that as a reflective teacher, you will continue to collect data--to monitor the effects of your instruction on your students' perfromance amd attitude" (Mills, 2018, p. (218, 230).

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1. Will both peer and self assessments improve students' ability to reflect upon their own learning as well as their peers? Furthermore, will students make the necessary changes needed to be successful learners?
2. What types of assessments will be the most effective to use in order to assist students in this reflective process?
3. How will my teaching strategies affect the research? In other words, will I have to use multiple instructional strategies to implement this process into the classroom?

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1. Reflective Interviewing:
"The purpose of the reflective interview is to enable teachers to get in touch with those core issues of practice that matter most to them" (Sagor, 2014, p. 13).
2. Analytical Discourse: "Completing an analytical discourse allows the action research team to find out whether its members share an interest in a general topic"  (Sagor, 2014, p. 15)
3. Graphic Representation: "After completing a team analysis of all the lines and arrows in the graphic representation, it should be clear where additional data are needed to make the graphic representation accurately reflect reality"  (Sagor, 2014, p. 23)

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Articles: Peer and Self Assessments Perspectives

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Articles: Peer and Self Assessments Perspectives

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https://srhe.tandfonline.com/doi/abs/10.1080/03075079912331379935#.XEPvVFxKjBR

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The use of self-, peer and co-assessment in higher education: A review

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(1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education: Vol. 24, No. 3, pp. 331-350.

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Example Assessment: If students were working together on any group project--this assessment for self and peers would be a simplistic way to introduce the idea of self and peer assessing.  

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Example Assessment: If students were working together on any group project--this assessment for self and peers would be a simplistic way to introduce the idea of self and peer assessing.  

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http://www.lapresenter.com/CoopEvalPacket.pdf

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1. Chad Manis, Teacher-Written Eduware, LLC. (2012). This form is an adaptation of one created by Laura Candler. Retrieved January 19, 2019 from www.lauracandler.com; http://www.lapresenter.com/CoopEvalPacket.pdf
2. Dochy, F., Segers, M. & Sluijsmans, D. (2006). The use of self-, peer, and co-assessments in higher education: a review. Volume 24, 1999- Issue 3. Retrieved from https://srhe.tandfonline.com/doi/abs/10.1080/03075079912331379935#.XEQBolxKjBS
3. Mills, G. E. (2018). Action research: a guide for the teacher researcher. Pearson Education, Inc.
4. Michigan Department of Education (Producer). (2017).  Module 3: self-assessment overview.  [Streaming video]. Retrieved from https://www.youtube.com/watch?v=1wwwo09Lb9hw
5. Michigan Department of Education (Producer). (2017).  Module 3: peer assessment.  [Streaming video]. Retrieved from https://www.youtube.com/watch?v=2hRu5i-gfXo

6. Sagor, R. (2014). How to conduct collaborative action research. Alexandria, VA: ASCD.
7. Zander, B. & Zander, R. (2000). The art of possibility. New York: Penguin.

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1. Rubrics
2. Star Ratings
3. Google Sheets
4. Google Forms
5. Collaboration
6. Conferencing

Example of Google Forms: The students in my seventh-grade language arts class will assess themselves to track their learning outcomes for a group project they are working on regarding John Steinbeck's novel The Red Pony. The students were grouped by ability.

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Google Forms - create and analyze surveys, for free.

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YouTube: Peer Assessment. Utilizing and practicing peer feedback before using it on an assessment. Practicing ways to use peer feedback in the classroom. Understanding the process is important to make assessing peers and self a regular classroom practice. 

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YouTube: Peer Assessment. Utilizing and practicing peer feedback before using it on an assessment. Practicing ways to use peer feedback in the classroom. Understanding the process is important to make assessing peers and self a regular classroom practice. 

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https://www.youtube.com/watch?v=2hRu5i-gfXo

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YouTube Video: Peer and Self Assessment. Ways in which to incorporate teacher, peers, and student feedback that is effective and noting the challenges that may occur during this process. 

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YouTube Video: Peer and Self Assessment. Ways in which to incorporate teacher, peers, and student feedback that is effective and noting the challenges that may occur during this process. 

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https://www.youtube.com/watch?v=1wwo09Lb9hw

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Module 3: Self and Peer Assessment Overview

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Most of the data collected when one performs an action research study is through quantitative and qualitative methods, as “numerical data... utilizing survey research, correlation research, causal-comparative research, experimental research, and single-subject research” is the best way for an educator to collect data in an effort to inform their teaching practices to positively benefit their students (Sagor, 2014, p. 8).

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Consequently, defining what one believes to be effective and ineffective regarding teaching can only be discovered through action research, “... conducted by people who want to do something to improve their own situation...Action researchers undertake a study because they want to know whether they can do something in a better way” (Sagor, 2014, p. 7).

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Therefore, it should be considered to learn about research methods that can be tested in one’s own classroom, as each educator’s educational setting is unique and requires different accommodations to make their classroom work as best as possible. In an effort to conduct effective research, “...action research conducted in one’s own classroom/school is more likely to be persuasive and relevant and to offer findings expressed in ways that are meaningful for teachers themselves (Mills, 2018, p.13).

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As stated in Ben Zander’s, The Art of Possibility, “Ordinarily, we equate accountability with blame and blamelessness, concepts from the world of measurement…Indeed, I lose any leverage I may have had, because there is nothing I can do about your mistakes—only about mine” (Zander, 2000, p. 142).

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A topic of research that would be relevant to any subject matter is peer and self- assessments for students so that each student can track their own learning progress—as individuals need to advocate for themselves in the future and be able to identify what methods work for them educationally. I plan to study tracking one’s own progress in education for my seventh-grade language arts class, as this is certainly a goal that is worth researching because being an effective member of society requires people to be able to understand their strengths and areas of needed improvement to further embark upon their life goals.

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Through trial and error in the classroom: creating a variety of assessments to meet the needs of each individual learner and testing differentiation methods based upon student readiness, preference, and learning profiles, the educator can utilize both a peer and individualized self-assessment to assist students in understanding their own personal learning process.