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Students were able to successfully create new bugs from parts and creatively color them. The had trouble with using the word list of scientific terms to describe (name) their new creation.

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Peer assessment need to be carefully constructed so they are not all negative. When given in writing they should be anonymous and pre-read by the instructor before being shared to ensure it is constructive.  I usually tell students the must put forth at least one positive and one 'this could be better' comment.

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The use of a visual rubric is a great idea. Perhaps present a number of images from professional works as well as students for each level of skill and have the each student arrange them as 4,3,2,or 1s. Then have the class create a consensus for a 4, 3, 2, 1 level example for the visual rubric. Having them write a self-assessment sticky note and then a peer assessment can help them take suggestions easier as well as develop the ability to self refine a work.

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I have many students who are continuously on their phones, so I confiscated them for a day.  I was amazed at how much more work was actually accomplished.

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I have many students who are continuously on their phones, so I confiscated them for a day.  I was amazed at how much more work was actually accomplished.

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Gr. 2 students painted a stormy sky and overlapping tree branches from light to dark.  The concept of space through value change of (light, medium to dark) was difficult for them.  But, when they painted the contrasting red Cardinals on the branches the artwork came together and they were very proud.

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I have a student who was struggling in math and was disconnecting from his efforts to do well.  He didn't seem to care and just wanted to be done.  He would quickly write any answer just to be done.  We talked privately about caring about his work and that I care and I needed him to care to.  I talked with mom about having him go to the after school homework hour for extra help.  His attitude turned around.  He started participating and really trying during math lessons and he loved getting the extra help after school.  On the next math test, he made his first A.  He was thrilled and so was I.

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I have a student who was struggling in math and was disconnecting from his efforts to do well.  He didn't seem to care and just wanted to be done.  He would quickly write any answer just to be done.  We talked privately about caring about his work and that I care and I needed him to care to.  I talked with mom about having him go to the after school homework hour for extra help.  His attitude turned around.  He started participating and really trying during math lessons and he loved getting the extra help after school.  On the next math test, he made his first A.  He was thrilled and so was I.

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Donnor's use of peer assessments seemed effective in that students were able to revise their work based on the constructive criticism given by their peers. This constructive criticism was based on the elements of texture and not the creativity or talent of the student.  This can be the challenge of peer assessments.  One way in which this strategy could be modified is by giving students sentence stems to use in their feedback and also having them justify their critic by giving examples from the visual rubric.

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Donnor's use of peer assessments seemed effective in that students were able to revise their work based on the constructive criticism given by their peers. This constructive criticism was based on the elements of texture and not the creativity or talent of the student.  This can be the challenge of peer assessments.  One way in which this strategy could be modified is by giving students sentence stems to use in their feedback and also having them justify their critic by giving examples from the visual rubric.

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I would like to incorporate a few tools.  I would like students to use a rubric so that they have a definitive guide to follow.  I would also like to use peer and self assessment so that students have more control over their learning and have a goal in their revision process.  Lastly I would like to use a written assessment to evaluate their learning of the particular style of art that we will be doing. 

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I would like to incorporate a few tools.  I would like students to use a rubric so that they have a definitive guide to follow.  I would also like to use peer and self assessment so that students have more control over their learning and have a goal in their revision process.  Lastly I would like to use a written assessment to evaluate their learning of the particular style of art that we will be doing. 

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I was out for a couple of days for a field trip and when I got back my students had not completed what I expected them to complete or in the manner that I have taught them. They no what I expect and when I am there they do it. But anytime I am not they take advantage. I want them to do it the way that they have been taught so they can be more successful in their academic activities because they know it will help them do better.
Success I had a student who is constantly work hard and go above and beyond and she was accepted to Tech Trek and she was so excited. I am so thrilled that she gets this opportunity.

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I would like student to use a 4,3,2,1 rubric. I really like the idea of having students draw out a rough draft using the rubric before they start building or creating anything. I think this will save time, energy and money. Also, by having a rubric it lets the student and myself be in contact with me and each other so that we can have a clear understanding of what is expected.  

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I would like student to use a 4,3,2,1 rubric. I really like the idea of having students draw out a rough draft using the rubric before they start building or creating anything. I think this will save time, energy and money. Also, by having a rubric it lets the student and myself be in contact with me and each other so that we can have a clear understanding of what is expected.  

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Peer assessments can be tricky at times. Through the use of Donnor's rubric you see exactly what is expected. There are even pictures of what what is expected. Donnor makes what is required very clear. When it is this clear it makes things alot easier to grade. This teacher has set it up piece by piece. The student had to make a goal, then show each step or part of what is expected. The difficult part of peer reviews is that the students can be brutally honest with each other. To the point of hurt feelings. So to have sentence starters or a rubric for the students to feel out.

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I thought the visual rubrics were great!  I used examples of previous students work all the time to show what the students should be striving for.  This way they have exectations to live up to and can see what "A" work looks like.  I also use all levels of experience to show "A" level work.

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I love rubrics because they allow students to know exactly what is expected of them and allows them to check back on them when they are uncertain the have me the requirements. I also use the self and peer reflection assessment, and the written assessment. When I combine all of these I feel that they have a better understanding of what they need to do, to improve for the next project. Also self-reflection is great for self-growth.