3.8 Answers to teachers’ questions on assessing collaborative learning by EUN Partnership aisbl

lorella_gilotti — 2016-11-07 12:07:30 UTC

I agree because I am sure that students become more independent. They are the best judges

Dalia, Lithuania

baltijadm — 2016-11-07 12:46:06 UTC

Self and peer assessment helps students develop their sense of independence, responsibility as well as make them think critically as they always have to give arguments for their assessment.

Maria Daniela Roberto

2016-11-07 15:03:48 UTC

think the peer collaboration helps students create a positiveinterdependence within the learning, but also and above all bytheir degree of maturity and objectivity

Grazia Paladino, Italy

graziampl — 2016-11-07 15:34:10 UTC

Very important reflection points:
peer assessment importance to reduce paraxitism and and dominat personality or bad competition. Very useful the suggestion of organize rubric in 4 parts: factual (facts, events), - conceptual (concepts, ideas), - procedural (how to do), - meta-cognitive (explanations). As well as the assigning a percentage weight to individual assessment so that we can achieve differentiation and validity to the assessment that became formative and summative in the same time

TAmar Chalakheshashvili Georgia

tamarigia — 2016-11-07 16:16:21 UTC

A positive impact on students' self-learning is important. All teachers advise to use the self-assessment schemes. Students' role, responsibilities grow.

Manoilă Maria, Romania

2016-11-07 16:26:52 UTC

yes I agree, but with the evaluation system must be accustomed pupils in primary school.

Nils, Germany

2016-11-07 16:35:06 UTC

Honestly I haven't tried much self assessment in classes but I think it's worth giving a try ;)

Amélie Silvert

silverteacher — 2016-11-07 16:36:06 UTC

I haven't tried self assessment within the group yet but I think that this might be worth trying.

Barbara

barbara_anna_zi — 2016-11-07 16:38:16 UTC

I feel that student self assessment is a core part of any successful formative assessment. If we are to create 21st century learners, we need to teach our students self assessment and involve them actively in peer assessment.

Ana Chambel, Portugal

aachambel — 2016-11-07 17:04:29 UTC

I completely agree with Dr. Luis Valente and believe that peer review can help you reflect on your own work and also fight the idea that the teacher has the sole power to assess. This view corresponds to the experience I have of my practices.

Rosa/ Italy

rosadilonardo — 2016-11-07 17:35:46 UTC

I completely agree with dr Luis Valente. I think that his research shows that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’. I think that this research corresponds to my experience in my practices.

Anna La Montagna, Italy

monte6915 — 2016-11-07 17:59:12 UTC

Self and peer assessment can help students to become more independent learners. I agree with Dr Valente when he also notes that research shows that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’. I think that the teamwork assessment is something more than the simple sum of the individual assessments, because in the group both the "good" that the less "good" make their contribution and help to achieve something that they individually would not return.

Serena Visai, Italy

2016-11-07 19:23:40 UTC

I guess I have never given enough stress to peer assessment and self assessment, as if I was the only one who had the means to do it. I am glad to receive so many inputs to start changing my way of working and being more collaborative in sharing the objective and the work process with my students. I really thank all the contributors !

Adina Marcu,Romania

adinamarcu9 — 2016-11-07 19:47:48 UTC

I agree with Dr.Valente when notes that reasearch shows that self-assessment combined with peer assessment reduces the trend for friendship depency,benefit of the dominators,benefit of parasidism.I am glad to learn how to change my way of working and my work with my students.

Valeria Manfreda, Italy

valy74manfry — 2016-11-07 21:06:43 UTC

He suggests a good way to be independent from somebody. I appreciate hi research because it's very useful way to create an independent mind and reduce parasitism and dominator. Every person can express him/herself and pupils become independent. It's interesting assess the structure of mind map and its branches.

Gülhanım,Turkey

gul_ektem — 2016-11-07 21:11:13 UTC

I strongly agree.

Sarah Mallia, Malta

sarahborg85 — 2016-11-07 21:32:02 UTC

I agree perfectly with Dr.Luis Valente about helping students by using self and peer assessment. Personally I don't use it that much however I would like to start incorporating it by using different mediums such as digital tools and rubrics.

Despoina Amarantidou, Greece

damarant — 2016-11-07 21:33:02 UTC

I think that Dr Valente is absolutely right. Self-assessment and peer assessment can create independent students expressing their opinions freely.

Emiliana Rufo, Italy

emiliana_rufo — 2016-11-07 22:36:06 UTC

I completely agree with Dr Valente. I think students must be part of the assessment process, because if a teacher decides to start working as a guide, a facilitator it's difficult to assess students without thinking about the efforts they put in the task even if the results are insufficient.
It's very important to give an individual assessment as part of a summative assessment, especially to better understand individual social and collaborative skills and competences, not only knowledge and content.

Fátima, Portugal When the student sees in the teacher an element that is there to help him, even through the evaluation of his work, the student acquires other abilities regarding the perspective he has of his own work. A student who is able to self-assess is equally able to assess the work of his peers in a clearer point of view. Show the students that their opinion and assessment is important in the process of work and learning, it is also the way to go on to success and opening of minds to new challenges.

fffcaeiro — 2016-11-07 23:32:48 UTC

Natalija, Serbia

2016-11-07 23:33:40 UTC

I agree with Dr Valente, i think that the teamwork assessment is something more than the simple sum of the individual assessments.

Šárka, CR

sarka_opatova — 2016-11-07 23:48:17 UTC

interesting question for self-assessment. Did I add any value to the group's work?

Alessandro, Italy

maralex100 — 2016-11-08 01:18:42 UTC

I agree with the idea of using self-assessment and the peer assessment to give strong value to the assessment for the students.
I agree on giving a percentage of the total assessment to the collaborative work. It remains to learn better about "how to" do this!

Maria A., Greece

2016-11-08 06:39:43 UTC

Although my students are very competitive, they are very positive to peer assessment. They like the idea of being assessors and they accept peer critisism better than the teacher's assessment.

Angelamaria Galderisi, Italy

soleemare_a — 2016-11-08 10:18:41 UTC

I think that self and peer assessment can help students to more away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners. I have experienced that self-assessment and peer assessment can give students self-esteem and reduce their dependency from the teacher's judgement. IT could be a good idea to give a percentage weight to individual assessment as part of the summative assessment, not only in collaborative work but also in learning as a whole .

Anita M. Italy

2016-11-08 10:51:19 UTC

I agree with ideas that students can improve to be more indipendent from their teacher's judgement . The tole of teacher as guide here is essential especially in the beginning of workgroup .It's important that peer and self assessment are fair combined in the whole evaluation. For the social/interactive aspects I completely agree with Valente's view : students can better manage themselves and have benefits , balancing friendship dependency and leadership. I found difficult sometimes negotiate a special sort of assessment with students .I'm working hard on it. I find finally necessary to give a weight of individual assessment in the summative assessment .Also a weight in the workgroup assessment is neccessary for a fair credible evaluation.

Helen, Belgium

2016-11-08 10:52:54 UTC

We use self and peer assessment in lots of ways. I find that it helps the children to identify their own strengths and areas for improvement, far more than simple teacher feedback. We also use student portfolios, which allow students to reflect on their own work in an authentic manner. I use information from self-assessment and peer assessment to inform the reporting process, helping me to discuss their learning and working styles and to help identify future targets.

Jasna Šojer /Croatia

jasna_sojer — 2016-11-08 12:39:27 UTC

I thnk that it is very important to co-exist more ways of assesing than the teachers one. Not all teachers are objective, sometimes some can make mistake, but if students make assessment with good arguments, teacher can view from the other point, and change decision.

Cristina Paliotes, Portugal

2016-11-08 12:55:05 UTC

I fully agree with Dr. Luis Valente and consider that peer evaluation helps students reflect on their own work and performance. It also fights the idea that the teacher is the only one who has the power to evaluate. This view corresponds to my experience and I take it into account in my teaching practices. But for this the evaluation and the whole process that involves the evaluation has to change.

Stella Maris Berdaxagar from Argentina.

2016-11-08 13:04:36 UTC

I agree on the importance of assessing students' performance wholly considering four dimensions:
factual, conceptual , procedural and meta-cognitive from diagnostic tests throughout the school year in formative and summative assessments with peer and self evaluation. That allows teachers to collect data for team and discrete assessment and contributes to students' self regulation through ethical values that back up arguments and decisions and shape the way they learn from one another. All this process creates new learning schemata that can be applied to other contexts involving soft and hard skills. It is important to choose the assessment tool that best targets the learning goals based on what has actually been done in class. Mind maps, concept maps and infographics have become very effective and are part of standard tests in 21st Century student-centered classes not only for assessment but also as a metacognitive record of acquired knowledge.
Real learning goes beyond a test , classroom walls and schedules and students show more than what can be graded through a rubric especially regarding soft skills. It is a challenging task to improve our rubrics for better learning and more authentic, valid and fair assessments
.

Stefania Z. Rome

2016-11-08 15:07:51 UTC

I think that dr. Valente's suggestions are very useful and interesting,. I am learning and studying the collaborative teaching and learning because I have not experience.

Maria Chiara, Italy

mcricci — 2016-11-08 15:33:46 UTC

Self and peer assessment are very important because they help students keep always in mine the goals of their work and develop a critical attitude, and also as Dr Valente explains they help students move away from seeing teachers as the only source of judgement. I definitely agree on the point of assigning a percentage weight to individual assessment. Thank you Dr Valente for the inspiring information in the resource section of this module.

Elisabete Carvalho, Paula Cavadas, Paula Usha, Olga Seabra_Portugal

olga_seabra — 2016-11-08 17:34:08 UTC

In 2008, with the implementation of the New Mathematics Program of Basic Education, the methodology privileged in the classroom was the collaborative work. Students through the work done by the group they investigated tasks provided by the teacher, discussed ideas and the processes among themselves establishing conjectures and building their own knowledge. Students and teacher validated their learning, reaching consensus. In addition, all members of the group worked together without a designated leader. All the students contributed to the outcome of the group work. All helped one another.

This type of work revealed to be quite interesting and provided effective assessment of results, since the students’ performance/outcomes/practices were effective.

Regarding the evaluation, if all the members of the group performed similarly tasks, shared the same goals and define steps to make them overcame obstacles evaluation should be of the group without privileged an individual component.

Francesca, Italy

sercase — 2016-11-08 18:14:19 UTC

I found Dr Valente's ideas really useful and inspiring. As for my experience, I noticed that students are really committed and objective in peer assessment and self-assessment. They feel more responsible and it reduces the trend of "friendship dependency". I agree that it is a good idea to assign a percentage weight to individual assessment as part of the summative assessment.

Carla Diogo, Portugal

2016-11-08 19:43:45 UTC

Self-assessment plays an important role in the assessment project but I think most teachers already promote it! Concerning peer assesment I think it's not so easy. It has to be really worked and it takes time to have students in the level that we need to contribute to a clear and honest evaluation. Last year, at school, we had a huge problem when in peer assessment students reflected their "likes and dislikes" for other students in the assessment of a project. The discrepancy between self-assessment, teacher's assessment and peer assessment was such a huge one that my colleague promissed not to have students evaluating each other again. I am going to keep on trying and I think that I even will have her by my side. Thanks a lot Dr.Valente. Quite useful advice

Angelo, Rivoli, Italy

Angelo — 2016-11-08 20:40:51 UTC

I really appreciate the explanation of Dr. Valente because he provides guidelines that I share and partly already try to put into practice (eg. the weighted average, considering not only the final product, but the whole setting of the students' performance, including the work process.
I do not practice enough peer assessment to confirm what the dr. Valente asserts. His words, however, lead me to take much more into account, and to practice it much more regularly.
In assessing the work of the groups always I try to make distinctions in order to give to Caesar what is Caesar's. However, I think that evaluate all dimensions that Dr. Valente proposes is not feasible for the individual teacher alone. There are too many items to observe: you can not make such a detailed observation by turning between the groups.

Salomé Portugal

2016-11-08 21:19:33 UTC

I completely agree with Dr. Luis Valente and believe that peer review can help you reflect on your own work and also fight the idea that the teacher has the sole power to assess. This view corresponds to the experience I have of my practices.

Ana, Portugal

anasalonso — 2016-11-08 23:37:25 UTC

I find Dr. Valente suggestions very useful and interesting. Peer evaluation helps students reflect on their own work and performance. It helps developing independent students expressing their opinions freely.

Isabella Santoro, Italy

2016-11-09 10:25:50 UTC

In my experience I've found that students are objective in peer assessment and self-assessment. They feel responsible when the teacher explain well the criteria of these assessments. I agree to assigning a percentage weight to individual assessment as part of the summative assessment.

Paula Gomes- Portugal

2016-11-09 11:11:50 UTC

Ester Degennaro-Italy

esterdegennaro — 2016-11-09 11:17:20 UTC

Dr. Luis Valente's suggestions about the use of Mind Maps, Concept Maps and Infographics
' They are useful and versatile tools that are capable of valuing different skills from what is usually assessed.
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.
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'.
I had understimated this aspect to value students’ work in its entirety according to 5 categories: Diagnostic assessment, peer assessment, differentiating individual participation, discrete assessment, and the use of Mind Maps, Concept Maps and Infographics.

Ana Franco, Barcelos, Portugal

ana_lufranco — 2016-11-09 11:24:25 UTC

I found all the suggestions of Mr. Prof. Luis Valente. I have never considered this form of evaluation. That is, to account for self-evaluation, as part of summative assessment. But, after all I've been learning here, it makes more and more sense. And it is undoubtedly an interesting way to avoid friendship dependency ',' benefit of the dominators' and 'benefit of parasitism'

Vasso Lalakidou, Greece

lalakidou — 2016-11-09 12:25:33 UTC

I like the basic idea of self and peer assessment and I am open in learners' autonomy. This kind of working presupposes fundamental changes in primary and secondary education based basically on the culture and the orientation of education thus I believe this method is suitable, at the moment, only for adults.

Teresa Oliveira - Portugal

2016-11-09 12:28:58 UTC

Self and peer assessment help students to develop their responsibility in the learning process. It also makes students think critically about their work.

Nikos, Greece

ntsepelis1 — 2016-11-09 14:55:27 UTC

To my experience, peer assessment works really fine, but not self assessment.
Most of the students evaluate their work with very high (or very low) grades.
They are not objective when it comes to self evaluation. On the other hand, they are objective when it comes to peer evaluation.

Maria and Anna, Italy

mariadecarlo — 2016-11-09 16:02:33 UTC

Very interesting. We belive that the self and peer assestment helps students to be leaders and responsible of their knowledge.
In our collaborative learning experience and self-peer assestment we have seen that the less motivated students were able to express themselves with greater creativity and objectivity. We agree to assigning a  percentage weight to individual assesment as part of the summative assesment related to collaborative wok.

Anna and Maria, Italy

annagrignetti — 2016-11-09 16:02:44 UTC

Very interesting.
We belive that self and peer assessment helps students to be leaders and responsible of their Knowledge. In our collaborative learning experience and self- peer assestment we have seen that the less motivated students were able to express themselves with greater creativity and objectivity. We agree to assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work.

Hülya,TURKEY

hulyaos31 — 2016-11-09 17:09:10 UTC

I agree that self and peer assesment can help students to become more independent learners. 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.

Cinzia F., Italy

nicomd — 2016-11-09 17:20:32 UTC

I think Dr. Louis Valente gives us clear answers to the questions on assessing collaborative learning. I have to experiment what he says in my classes to see how it works with students but I believe that assigning a percentage weight to individual assessment as part of the summative assessment in collaborative work is important for the students first of all, it is rewarding for them if they have worked well and a starting point of reflection for the students whose collaboration didn't go in the right way.

Costas Moschonas

2016-11-09 18:08:52 UTC

I agree with Dr. Luis Valente about his suggestions but I think that the reductions could be achieved only if there is a good preparation of peer assessment.

Gina, Italy

ginapalumbo — 2016-11-09 18:20:37 UTC

Self assesment is very important because it helps the students to grow

Kateryna Kramnychna, Ukraine

rocksy_12 — 2016-11-09 18:34:55 UTC

I like peer assessment because it reduces friendship dependency and "parasitism". It's really necessary for modern students.

Valerica-Romania

dvaly2010 — 2016-11-09 19:41:28 UTC

I think it is good to use both peer assessment and self-assessment . I used them in some group projects and I noticed that indeed students tried to be objective in evaluation and also those who were less committed would not benefit from group work without contributing significantly to it.

Mariangela Bielli, Italy

mariangela_biel — 2016-11-09 20:09:49 UTC

I think it is true that peer and self assessment make students more aware of their learning process and help them understand the weak and strong points. Students are often more strict than you may expect and they are quite frank in assessing their peers’ work. It is a good idea to give some weight to individual assessment in the context of the group work summative assessment . nde*��hە�

DEBORA

debora_defina — 2016-11-09 20:39:07 UTC

If we could adopt all these methods, school would be better. Unfortunately many schools can't have enough space or specific tools to do this but aboveall there aren't teachers who want to adopt new way to teach but continue with their traditional methods.

Filipe Mira, Portugal

filipe_mira — 2016-11-09 22:40:06 UTC

The rating presented by the video is interesting. I have never applied self-assessment and peer evaluation in my classes but I think it helps students to be more responsible in their teaching / learning process.

Marilena, Greece

becsa1 — 2016-11-10 07:15:44 UTC

I agree with the above, however, in my experience, they are true, only if the students take the process seriously and are interested in learning and getting better. I think in my country we have to achieve that first, or in parallel to applying collaborative learning with self and peer assessment activities, so trends like “friendship dependency”, “benefit of parasitism” etc, will still be in place.

Lidia, Romania

lidiaristea2004 — 2016-11-10 07:49:28 UTC

The rating is better to use both peer assessment and self-assessment , because from my practical experience I noticed that students can assess themselves properly, they may evaluate or give feedback to their peers.

Elvia/ Italy

2016-11-10 08:52:21 UTC

I have used mind map, just to introduce or show subjects to my students and I think it's a big value to make it became an assessment tool. I haven't yet specified weight in my formative assessment, but I'll do it because it helps in clarifying the evaluation process.

Jesus Leão, Portugsl

2016-11-10 08:57:44 UTC

I agree with Dr Luís Valente when he says that peer assessment can help students to stop seeing the teacher as the only "judge" of their learning, making the assessment shared and contributing to their being more autonomous and responsibles.

My experience tells me that, even with very young students, an appreciation (although less positive) by colleagues is better accepted and understood than when it is done by the teacher.

Concerning the fact that the research shows that self-assessment combined with peer assessment reduces the tendency of "friendship dependence", "dominators' benefit" and "benefit of parasitism", I think at first this is not quite so. Students have a tendency to "overestimate friendship," to feel intimidated by "dominators" and the "sluggards" take advantage of those who want to work. It is necessary that the work becomes a routine so that what the research shows, in fact happens.

Regarding the attribution of a percentage weight to the individual evaluation as part of the summative assessment related to collaborative work, I agree that it is a way of differentiating, thus validating the evaluation and making it formative because it promotes self-regulation.

If we want to value the assertiveness of the interventions, the quality and relevance of the questions and answers posed by the students, it is important to be attentive and to highlight these qualities.

Dr. Luís Valente mentions the discrete assessment, warning that it may raise ethical issues. I think that as long as students know that this type of assessment can be used and that they will be "observed," it will not be a problem.

By defining discrete criteria for evaluation, if we consider some skills related to how to ask for and give feedback, student justice, the ability to moderate groups or debates, the proactive attitudes they have, this type of evaluation can be advantageous.

Agata Kuźmiek - Poland

2016-11-10 14:55:59 UTC

Better use of mutual self-assessment and evaluation, based on my experience, I noticed that the students themselves can assess properly the job / task and give feedback among the other students.

Arlindo Pereira, Portugal

2016-11-10 15:24:02 UTC

I agree with Dr. Luis Valente. Self assessment and peer assessment can help students to be more responsible and helps them to relate to one another in another way. I agree that self-assessment combined with peer assessment will reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’. I also agree of assigning a percentage weight to the individual assessment as part of the summative assessment related to collaborative work. I hope have time in my work to implement this suggestions.

Cinzia Centrone

centrone_cinzia — 2016-11-10 15:43:37 UTC

I agree with Dr. Valente in order to use peer assessment and self-assessmant. Both involve students being responsable. When I ash them to assess each other and themselves I find that they are serious in the assessment. In this way the students become aware about their learning.

Alessandro Ruffino / Italy

2016-11-10 16:00:15 UTC

I agree with him, a self and peer assessment between students it will be a good solution to have students more interested and involved in their learning process. I am trying this way combined to assess my students. I assign them to realize a mindmap or an infographic with web tools (mindmodo, realtimeboard, spicynodes, easel.ly, genially, etc...) at the end of the lesson, usually they make it working in group. They give me a great feedback!

Marta Tarantino

martatarantino — 2016-11-10 16:06:35 UTC

I think that letting students develop an assessment competence should be a teaching priority. It empowers them as it fosters their metacognitive skills. Moreover it may be a sort of "feedback in the feedback" for teachers, as it allows them to observe students' cognitive processes as this skills is being cultivated both with regard to individual and group performance.

Maria Teresa /Italy

teresarughi — 2016-11-10 16:46:59 UTC

I agree with the idea that a students should be given the role of assessor and assessee, so that they are encouraged to become autonomous learners. It is also true that differentiation in the assessment becomes formative and develops self-regulation. In my experience I have learnt that the more students feel involved in the various learning activities and they know the parameters through which their works will be valued, they gain more self-confidence, greater consciousness and awareness of their strenghts and weaknesses.
Whenever they feel they have a role and responsibility they get a sort of booster for positive attitudes and behaviors, which increases motivation and relations towards teachers and peers.

Sara Gamito, Portugal

sgamito — 2016-11-10 16:51:38 UTC

I agree with Dr. Luís Valente about his suggestions but i think that the reductions could be achieved only if there is a good preparation of peer assessment.

Ioannis Velonakis, Greece

ivelonak — 2016-11-10 16:52:43 UTC

Of course I agree that peer assessment and self- assessment combined together can made our studenst more responsible and independent learners. Also, the consideration of individual assessment as a part of summative assessment with a percentage weight may be useful for a better justification of each individuals' work. As far as the research results he discusses, they may be true but I think that only a continious and systematic application and combination of both these methods can reduces these trends significantly. Finally, mind-maps, concept maps and infographics are very useful tools not only for organizing our lessons but also for helping tachers realising what their students have undrestood.

Paulo Martins_Portugal

2016-11-10 18:02:02 UTC

Self and peer assessment indeed help students to became more independent learners. The teacher is not the only one who evaluates and students having a word on the matter understand better what collaborative work is and their own role in the work group. In relation to self-assessment combined with peer assessment, I agree that reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’.

Heidi, Germany

2016-11-10 18:04:40 UTC

I agree with Dr. Valente. On the way to more independant learners it is also necessary to combine these two kinds of assessment. They work differently if they are also assessed by peers. We should change our assessing system in Germany but this depends on our governments of the regions our schools are in.
By doing peer assessment the students develop other skills they wouldn't do if only waiting for their teachers to give assessment. These skills may be important for their future working or social life

Viviana, Italy

vivianasavino75 — 2016-11-10 18:40:53 UTC

I agree with Dr. Valente's sugestions, but i think that, in primary school, self and peer assessment could be very difficult for pupils who needs to grow wiser and indipendent as learners.

Mimma, Italy

mimma_gioia — 2016-11-10 18:41:06 UTC

Peer evaluation helps students to reflect on their own work. Dr Valente considers four dimentions on assessment: factual, conceptual, procedural and meta- cognitive. Students can better manage themselves and have benefits, balancing friendship dependency and leadership. I agree on giving a percentage of the total assessment to the collaborative work.

Heidi Belgium

heidi_schrijvers — 2016-11-10 18:58:15 UTC

It helps them grow. This way they also get more responsability and they learn the value of their work better. It is also a learning process.

Maria Panou/ Kalymnos, Greece

maria_themelis — 2016-11-10 19:08:14 UTC

I agree that we must make children have selfrespect and be able self evaluate themeselves. So they can become perfect personalities with a comprenhesive look of life and science.

Olgica, Serbia

olgicaspasojevic — 2016-11-10 19:50:14 UTC

Self and peer assesments also help students to develope many skills, such as critical thinking and creativity.

Jaime Martins, Portugal

joncmartins — 2016-11-10 22:09:22 UTC

Dr. Luís Valente gave us some ideas, suggestions in order to help and incentive us to use each time more self and peer assessment. And he also said that this assessment helps students to move away from seeing teachers as the only source of judgment about the quality of their learning and it also helps students to be more independent. I agree with all he said.
I think that Diagnostic and self-assessment is so important that nowadays all (or most all) the teachers do it.
Peers assessment is really a bit more difficult to implement, but all students like to do it. All the students assume the role of the assessee as well as assessor and it reduces the trend for friends to assign top grades among themselves and the most important are that it contributes to not benefit the students that didn't contribute to the work (benefit of parasitism).

Ro

cristinapeicuti — 2016-11-10 22:15:28 UTC

Francesca, Italy

francescagiala — 2016-11-10 22:19:29 UTC

I'm perfectly agree with Doctor Valente. I often use peer and self assessment and i note that when students self and peer assess, they are actively involved in the learning process and their independence and motivation is improved

Marta, Portugal

istruka — 2016-11-11 00:23:09 UTC

I specially agree with the notion of making the individual assessment a part of the summative assessment. Students may feel that they have to be impartial in order to get a good grade. And they also feel the weight on the teacher's shoulders when it comes to assessment time.

Isabel Nunes, Portugal

2016-11-11 00:33:35 UTC

The evaluation must be understood as a negotiation among participants with particular responsibilities defined, resulting from a dialogue between stakeholders.
In my opinion the self-evaluation and the hetero-evaluation are powerful instruments of educational assessment. The students assess themselves need to understand the process and the results to be achieved, through a reference schema and, in this context, the teacher should be a guide that simulates and begins the process of self-assessment.

Students need feedback about the processes and products of their work and their social behaviour.

Through regular and systematic feedback, students develop self-assessment skills and self-regulation of learning.

It is necessary to distribute equitably the feedback, it is important to balance the shape and nature that he can take over.

You may want to balance the ratio of oral feedback, written or verbal, not the opportunity to do it in public or in private, inside or outside the classroom or to focus solely on aspects related to disciplinary content.

Olga Keramida-Greece

olkeramida — 2016-11-11 03:38:35 UTC

Peer assessment and self- assessment combined together can make students responsible and independent learners.

Cristiana, Portugal

cristianafreire — 2016-11-11 09:56:00 UTC

I agree with the importance of self-assessment and peer- assessement; my experience tells me that it works quite well; it also tells me that the final balance of peer-assessement is rarely significantly different from the assessment I have made. I usually include both in the final evaluation of the task.

I fully agree that it has a beneficial effect on 'friendship dependency', 'benefit of the dominators' and 'benefit of parasitism', although I feel that in younger students it is more difficult to reduce these trends.

I believe that the presentation of the final product to the class, with the possibility for each element of the group answers specific questions, also helps to distinguish elements within the group.

Vanesa,Croatia

2016-11-11 10:33:37 UTC

I agree that self-assessment and peer-assessment are very important and have a huge role in students' growth. But, I work in primary school and my students have problems with those assessments because they are still rather immature and find it difficult to be objective.

Carlos Silva, Portugal

2016-11-11 13:45:35 UTC

Dr.Luís Valente let us good suggestions. In my opinion self assessment it´s very important, usually I put my students making it. Peer assessement is also very important, I don´t make it so often and I feel I should use it. I think if we use different type of assessments and when they are well made, the individual results will be the same. These different tools can help in the teacher final evaluation.

Catia, Sweden

katyfpr — 2016-11-11 13:53:26 UTC

Self-assessment and peer assessment are very important for the learning assessment, and it gives a huge responsibility in our students. They will grow better and they will be more adapt to the world.

Michal

mp_boro — 2016-11-11 14:40:24 UTC

I find both self and peer assessment really important and useful for both students and teachers. At our school students were used to being assessed by teachers only, however, we try to incorporate self and peer assessment much more now. Some students find it very difficult to assess themselves and others, but we can see that students are getting used to it and they can express their opinions and insights in a better way.

Anabela Gonçalves, José Rui Ferreira and Teresa Fonseca, Portugal

2016-11-11 15:06:07 UTC

Self and peer assessment is important in collaborative learning. Self-assessment allows students to reflect on their contribution to group work and also allows them to improve their performances. Peer assessment helps students face their difficulties and also recognize their involvement in group work. However, it seems difficult for us to effectively join self and peer assessment. Both focus on the process,whereas most students are mostly concerned about their final marks. In Portugal, in regular courses, which are attended by most of our students, individual evaluation has a significant weight, since accessing higher education depends on it.

emma giurlani Italy

2016-11-11 15:27:02 UTC

I found the suggestions given by Dr. Luis Valente very interesting and I fully agree with him, when he suggests the importance for teachers to value students’ work in its entirety. I also 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”.

My experience definitlely provided me with the evidence of what research shows regarding self-assessment combined with peer assessment. We try to involve students from the beginning of our eTwinning projects “in the definition of the parameters to be considered in the assessment”, engaging “them in the process of creation and assessment”. This processreally “reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism”’. My students have learnt in the most cases to be more selfconfident and also to take risponsability among the group helping each other to face and overcome difficulties together. Moreover they have learnt to accept to be critized in a fair and constructive way by their peers , and to give the same fair and constructive feedback. They demonstrated to respect unusual viewpoints and to recognize inventive and original ideas adopting them.There are of course also disappointments in some cases but nevertheless I find this method very useful. When giving peer assessment it is crucial to guide them to understand that there is the need to be authentic and relyable while giving their public opinion. On the other end it is not very easy to differentiate individual participation. I found particularly interesting the suggestion related to discreet assessment : discreet assessment criteria "how to ask" and "how to give feedback", “the fairness of students when they self and peer assess, the secondary skills they demonstrate when moderating working groups or debates, the proactive attitudes they have integrating peers with difficulties including cognitive, cultural or physical limitations.”

Concluding; in my country teacher feel too often a clear difficulty to decide “the percentage weight to individual assessment as part of the summative assessment related to collaborative work”and this difficulty is sometime not so easy to be overcome, above all since our italian school system gives the priority to an individual assessment and do not jet have good clearly systemized cryteria for assessment of collborative learning. Great hte suggestion of Mind Maps, Concept Maps and Infographics for non- standard assessment:Thank you Professor Valente!

Chris Healy, Ireland

2016-11-11 16:51:30 UTC

I definitely think that it is beneficial for the students to partake in self and peer assessment, this allows them to both take responsibility for their own work and also enables them to find out where they may have went wrong rather than us as teachers just telling them that the answer was wrong straight out.
I think that assigning percentages to individual assessments would be beneficial as it would encourage students to possibly take on a more active role in their group , however i do think that it would be quite hard to implement fully yourself unless the students filled out some sort of a self evaluation on participation at the end to aid the grading.

Elisabete Cruz-Portugal

2016-11-11 17:12:13 UTC

The answers and suggestions of Dr. Luis Valente are very valuable. I agree that not only teachers should be "masters" of the entire teaching / learning process. From what I have been seeing for 23 years as a teacher, I conclude that students usually have a very good idea of what they are worth and are fair to evaluate the work of their peers.

Maria Rita, Italy

mariarita_pepe — 2016-11-11 18:01:58 UTC

I have no experience in the combination of self-assessment and peer assessment at the moment. I have never managed to finalise both in my past activities. I'm presently working with students who are not used to working collaboratively and I have just started by introducing assessment rubrics. In the last one I used, I assigned a percentage weight to individual assessment because I thought it was beneficial for improving students' commitment but also because a part of the learning outcome was strictly linked to individual performance.

Clara, Portugal

acjesus — 2016-11-11 19:30:32 UTC

I tried self and peer assessment, and I noticed that using that methodology students don´t see me as the only source of judgement about the quality of their learning. But I don´t think (at least for now) that they see it as a “real” way of assessment, once it doesn´t provide them a measurable grade. I never tried self-assessment combined with peer assessment, but I will, because the results of the research are very interesting. When I use collaborative work, I assign a percentage weight (not a very big number, though) to individual assessment and, by the end of the task, I use it in the collaborative work summative assessment.

Ana Fernandes, Portugal

apmfm — 2016-11-11 19:55:03 UTC

The literature review about collaborative learning assessment leads me to support the ideas exposed by Dr. Luís Valente. As I’ve mentioned before, I agree that self-assessment and peer assessment are ways of decentralize the evaluation in the teacher’s position only. My experience tells me that when the students are called to contribute to the assessment of their own learning, they become more motivated, present and engaged in the learning process.

On the other hand, the intervention of the students in the definition of evaluation criteria transforms learning into an auto-regulated process by the students.

Assigning a percentage weight to individual assessment made by the students and including this parameter in summative evaluation it’s a good way to facilitate and to make the evaluation process more transparent.

José María Díaz, Spain

josemaria_diazfuentes — 2016-11-11 21:59:39 UTC

I loved it!
"In fact, 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. Additionally, the skills involved in self and peer assessment can easily be transferred to other learning contexts".

Marisa Badini, Italy

marisa_badini — 2016-11-11 23:14:08 UTC

I really appreciate the wide range of assessments presented by professor Valente. I agree on self and peer assessment and I use it with my pupils in primary school

Rosa Calvino

antonella_demaio — 2016-11-11 23:40:14 UTC

self and peer assessment really useful to improve lerarning

Petra, USA

drpe — 2016-11-12 04:29:48 UTC

Yes, I think that self and peer assessment can help students to become more independent learners once students have been taught the necessary skills. It’s good to model this technique to students so that they can take responsibility for their own learning. I do not have enough data to answer the question whether the combination of self-assessment and peer assessment reduces the trends listed, but it certainly does not increase them. I like the idea of assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work.

Jole, Sicily

jolecapo — 2016-11-12 07:55:53 UTC

The 'peer evaluation' as a form of student involvement in a peer review process is a very delicate aspect of the evaluation process because it is also one of emotional and social education tool. Pupils are asked to control feelings of friendship and the desire not to offend the partner. The teacher has to share with students the objectives, evaluation criteria and procedures for the formulation of judgment.

Sidonia Voica, Romania

sidogeocris — 2016-11-12 09:55:54 UTC

I agree that the

teacher engages them in the process of creation and 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,

Elena FP, Italy

2016-11-12 10:28:16 UTC

Involving students in the assessment process can surely help them become aware of their learning process,and thus more independent learners. This can also increase the student's motivation, because he/she does not feel like he/she's 'being judged' all the time at school.

João Reigado, Portugal

2016-11-12 11:09:53 UTC

Self and peer assessment can be a valuable tool in education. When assessing their fellows and giving them constructive feedback, students become more familiar with the assessment criteria, which help them to apply it to themselves. When assessing colleagues, students learn to reflect upon what should be considered correct and to become open to comments, considering them as part of their own learning process. I’ve been using both methods of assessing in music classes. Nevertheless, after watching this video and reading Dr. Valente’s article, I feel the need to rethink some of the criteria I’m applying in these types of assessment. I agree with the idea of assigning a percentage weight to self-assessment as part of the summative assessment. When promoting self-assessment, teachers can receive a clearer perspective on the strengths / weaknesses of a student’s learning activity. It also can assist students’ own perception of their experience, which is important to both learning and every day life contexts.

Annamaria Egido, Italy

2016-11-12 11:13:44 UTC

I found the suggestions given by Dr. Luis Valente very interesting and i agree with him.

Cristina Rocha, Armindo Serra, Stela Batinas, Fátima Nave, Ana Marques, Sara Gamito, Martine Mendes e Rita Gil, Carmo Martins, Conceição Varela, Alexandra Figueiredo - Portugal

profarmindoserra — 2016-11-12 11:59:39 UTC

Self-evaluation and peer evaluation is a valuable tool in the teaching-learning process.
When we evaluate the group and individually we must give constructive feedback, so that these students become familiar with the assessment criteria, understood in a more practical and coherent way, helps them to have a better sense of themselves and to evaluate their state in the teaching-learning process .
And as you evaluate peers, students learn to reflect on what's right and become more permeable to comments, considering them as part of their own learning process.
We use both assessment methods in our classes. However, after watching the video and reading the article by Professor Dr. Luís Valente, we saw the need to reflect and rethink some of the criteria that we applied during the evaluation of activities of this kind.
The practice of assigning a percentage or weight to self-assessment as part of summative assessment is already taken into account.
We must, and already do, promote self-assessment, have a better understanding of the strengths / weaknesses of student learning, and compel them to reflect on themselves and their experience, which is important for both learning and To the contexts of the world of work and social.

susanna,italy

27luglio63 — 2016-11-12 13:33:37 UTC

3.8 Answers to teachers’ questions on assessing collaborative learning

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. I find it is very interesting to have a weight percentage of individual assessment and I think I use this idea

Ljiljana LD, Croatia

2016-11-12 13:49:35 UTC

I like the ideas seen in this video. Students raise the understanding of self and peer assessment.

Zeljka Korlevic, Croatia

mravak57 — 2016-11-12 16:32:00 UTC

Involving students in assessment process can help in raising their motivation for work and contributes to the quality of teaching. It also helps in avoiding misunderstandings between student and teacher

Nicola S. Italy

spotonicola — 2016-11-12 16:34:24 UTC

In a traditional learning enviroment weak students sometimes think that teacher is not fair with them especially if their marks are not satisfying. This way teacher's judgement loses its credibility and weak students can't take profit from teacher's observations. In my opinion self and peer-assessment is a good solution to this problem. Using rubrics and clear criteria is the key point as regards peer and self-assessment: the entire process becomes more objective and less tied to relationship existing between two students or students' personalities. Summative assessment should take into account the attitude of a student towards collaborative learning activities, but I find it difficult to evaluate this aspect. How can the teacher observe all the students during the activity and collecting significant data for all of them?

Marco Martinelli, Roma, Italy

radagast1974 — 2016-11-12 16:41:07 UTC

Two thoughts:
- I quite like the idea of "discrete assessment": there are lots of things that can be seen in a more informal setting. I would probably only use them to give "positive" grades: this may reduce the aspects of students getting "caught".
- I have used mind maps and the likes on many occasions, however I never thought that producing one of them in controlled conditions may be a valuable assessment tool. I will probably use them soon!

David Doherty Co Donegal Ireland Module 3

daviddoherty — 2016-11-12 17:59:06 UTC

I have not used peer assessment or self assessment (other than well what did you think of that? and how do you think you did?). So it is new to me as a meaningful way of assessment. I have a question ? Should we use these assessments in reports home to parents and if so how do we present them, given that our formal report cards are not amenable to modification without full staff consent.

3.8 Answers to teachers’ questions on assessing collaborative learning Dr. Luis Valente suggests 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. Do you agree, and what are your experiences of this? He also notes that research shows that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’. Does this match with your experiences? What do you think of assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work? Any other thoughts on Dr. Valente’s suggestions?Personally, I think that self assessment and peer assessment are very valid tools, as they free the teacher from being a steady judge. Experience has taught me, however, that it takes a while up until students take this task of peer assessment seriously. In my old school it worked as the students there were intrinsically motivated and eager to learn, plus a good group dynamics in class. Noe, it is a bit more difficult, as students at my current school, focus mostly on their professional subjects ( whether as civil engineers or in art and design), thus English is just not the subject they want to be bothered too much with new approaches; self assessment works much better than peer assessment- I think my students are very self centered and do not care too much about assessing the others, they clearly think this is the teacher’s job I always make sure that there is more formative assessment in my classes than summative assessment, as this means more focus on the process, which to my understanding is the vital part of teaching and learning.

stuhlpfarrer2 — 2016-11-12 19:13:06 UTC

Gisella de Liddo, Italy

2016-11-12 19:27:46 UTC

I must confess I have not used self-assessment and peer-assessment much, but I think they might be a valuable tool. Assigning a percentage weight to individual assessment as part of summative assessment related to collaborative learning can be a good idea.

Cristina/Pisa

2016-11-12 20:56:47 UTC

I do agree with Dr.Valente. Self and peer assessment are useful tools for pupils to become more independent and see the teacher more as a facilitator rather than as a judge. Assigning also a percentage weight to indivual assessment as part of the summative assessment is helpful to stimulate individuals to give their cointribute and not being smashed by leaders or more confident students who in the end make the decisions for everyone

Isabel Graça, Portugal

2016-11-12 21:10:36 UTC

Someone as already said that students know how to make fair assessment between peers and I agree. I also agree that combining self- and peer-assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’ and can improve the relations between de group members, in order to achieve the learning goals. Assigning a percentage weight to individual assessment and consider it in the summative assessment related to collaborative work is a possible solution. In fact, we already consider the collaborative work when making summative assessment, but the way is done rises some questions, having all this things considered.

Enrica Maragliano -Italy

EMGe — 2016-11-13 01:00:27 UTC

I definitely agree. I don't use this kind of assessment at the moment but I'm strongly convinced that this is the way we must follow. Anyway, this is a feeling I have been having for a long while, as I'm asking students to self-assess after every oral test and I have been using peer assessment for some years, after I attended some MOOCs some years ago. What I don't use yet are the rubrics, but now I hope I have some clearer ideas and I can start using specific grids to assess my students when they work in group and/or in our eTwinning projects. I'm happy Dr.Valente says that a percentage of individual assessment must remain, as this helps to take the personal responsibility during the group work.

Rosa Italy

rosafiorenzaguidi — 2016-11-13 06:20:42 UTC

I'm agree with Dr. 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. they can start to see the teacher like a facilitator of their learning.

Margherita-Italy

margheritabalistreri — 2016-11-13 07:56:48 UTC

After having heard Dr. Valente' s suggestions I agree about the importance of self and peer assessment among students that would support teacher's observation. This kind of assessment could be a more objective tool and would avoid errors coming from prejudices towards less talented students involved in a collaborative project. All that could help them to become more independent learners. I also agree with assigning a certain percentage of weight to individual assessment as a part of the summative assessment in reliance to collaborative work.

Nadia. Italy

nadia_amaroli — 2016-11-13 08:21:58 UTC

I usually use skills assessment in each of my classes. I use observation, self-review of the process, peer assessment and obviously I assess the content.

My challenge is WEIGHTING OF ASSESSMENT: what weight has my observation, the way the group works, over the content?

If all teams produce the same product, the process is more important than the product itself.
The content produced counted for 40% of the final grade,the teacher’s observation counted for 30% and the students’ self-assessment for 30%
What do you think? Is it correct?

Maria Stalia

2016-11-13 09:04:30 UTC

I totally agree with Dr. Valente about self and peer assessment making students more independent learners. In my teaching context, self assessment has started to be valued and promoted even through coursebooks and advisors' guidelines given to teachers, however peer assessment is still rather overlooked. All in all, teachers lack knowledge and experience in guiding their students into this kind of assessment in their collaborative learning, therefore seminars like this are of great value.

Maria Laura, Italy

mammolimlaura — 2016-11-13 09:34:46 UTC

Combining self with peer assessment can be of great value and probably it may help to reduce the risk of parasitism and prevalence of friend groups. In fact these are examples of what we exeprinece as teachers whe facing group work.
Summative process has to take into account also thsi valuable assessing tools.

Matthias Giger, Switzerland

mattgig — 2016-11-13 09:52:20 UTC

Before letting students peer-assess each other, it is normally good to do a trial assessment of a "made up" contribution. The benefits are at least two-fold: First, students get a clearer understanding of single items in a list of criteria or a rubric, thus a common language can be developed. Second, as much as we try, most rubrics are not perfect, they can't always cover all aspects of open students' work, therefore a common assessment of a task can clarify the assessment process and deal with ambiguos situations.

After this first round, students are ready for the peer-assessment (ideally involving written feedback as well). As a last step they do the self-assessment, because having looked at the work of others, they are now more qualified to appreciate their own contribution.

Of course, using a digital tool for peer assessment like the workshop module in Moodle can make the process much easier for everybody because not only does the system calculate overall "grades" for single criteria, it also has the ability to assess the quality of the assessment. Thus giving the teacher a quick way of looking into critical assessment decisions made by individual students without having to study all the students' assessments in detail.

Betina Astride, PT

betinaastride — 2016-11-13 10:12:17 UTC

Well, Dr. Valente uses some expressions that I didn't know how to say in english! I mentioned the idea in previous padlets but now I know how to say it and how to expand the idea: friendship dependency, benefits of the dominators and benefits of parasitism. Thank you so much!

Margarida PT

2016-11-13 10:49:56 UTC

I absolutely agree that self and peer assessment help students to be more independent.But based in my experience students of my age of teaching aren´t yet mature enough to be independent of us, teachers. Some of them, are in deed very dependent, sometimes to choose the colour of a pen to do the exercise.
More than ever , we have to invest in younger generations and make a national and general revision of the curriculum taught in universities. Future teachers must be motivated for this kind of questions
It would be useful to have an equal assessment both self and peer.

Sabrina Petrillo, ITALY

spwillothewisp9 — 2016-11-13 13:41:44 UTC

I think that a range of assessment techniques and tools may be useful when evaluating collaborative learning. I agree with Professor Valente on his suggestion to value students’ work in its entirety as well as on his proposal to use clear tools for a diagnostic test in a rubric aiming at covering factual, conceptual, procedural and meta-cognitive aspects. A rubric may prove an evergreen tool in the form of a matrix: in fact "feedback is better than wages" and rubrics can be used for summative as well as formative assessment to clarify assessment criteria, for self- or peer-assessment and, why not, to award the celebrated final grade so difficult to decide.

Cinzia Billa, Italy

2016-11-13 13:49:21 UTC

Yes, it matches to some extent. I would mostly focus on the awareness of where I am and where I wanna go trhoughout the path of the subject, to rise the taste of learning and be freed from utilitarianism and extrinsic motivation.

Concetta Drago

concetta_drago — 2016-11-13 13:59:31 UTC

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.

Raul Coutinho

2016-11-13 15:14:30 UTC

Currently my assessment is based essentially on collaborative work.

Arminda Pereira, Portugal

armindapereira1 — 2016-11-13 15:28:27 UTC

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.

Carmen Stanciu

carmenada69 — 2016-11-13 15:32:02 UTC

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.

Orsola

2016-11-13 16:56:59 UTC

Orsola , Italia

2016-11-13 16:57:00 UTC

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

Camelia, Romania

2016-11-13 17:05:15 UTC

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!

Antónia Brandão e osé Ruão, PTJ

dolores_brandao — 2016-11-13 17:11:51 UTC

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 .

Rosa Gaspar/Portugal

luisasgaspar67 — 2016-11-13 17:29:37 UTC

Odete Pinho

modetepinho — 2016-11-13 17:36:43 UTC

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

Richard, Brussels

2016-11-13 17:39:26 UTC

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.

Eduardo Pinheiro, Portugal

eduardojgpinheiro — 2016-11-13 18:24:14 UTC

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.

Vitalija, Lithuania

2016-11-13 19:34:13 UTC

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.

Alena Jandlová, Czech Republic

2016-11-13 19:51:14 UTC

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.

CÁTIA SANTOS - PORTUGAL

badkat187 — 2016-11-13 20:27:13 UTC

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.

Olga Oliveira, Portugal

olga_amaro — 2016-11-13 22:10:35 UTC

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.

Catarina Rodrigues, Portugal

canrodrigues — 2016-11-13 22:32:38 UTC

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.

Teresa Pires, Portugal

2016-11-14 08:39:00 UTC

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.

Helly, Vienna

h_swaton — 2016-11-14 10:12:20 UTC

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.

Simona, the Czech Republic

simonabrothankova — 2016-11-14 10:32:55 UTC

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.

Sandra, Portugal

sandra_alves_ — 2016-11-14 10:47:52 UTC

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 .

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.

2016-11-14 12:58:55 UTC

Katarzyna Kwiatek-Grabarska, Poland

2016-11-14 13:43:21 UTC

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.

Cristina Fuertes, Spai

2016-11-14 14:39:48 UTC

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.

Mafalda Lapa, Portugal

lapa_mafalda — 2016-11-14 15:27:42 UTC

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.

Marija, Croatia

2016-11-14 16:00:12 UTC

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.

Maria,Italia

mariagranatiero — 2016-11-14 16:18:56 UTC

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.

Rossana De Martino, Italy

rossana_demartino — 2016-11-14 17:22:54 UTC

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.

Ana Schade, Portugal

ana_vaz — 2016-11-14 19:05:34 UTC

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."

António Gonçalves, PT

2016-11-14 19:06:33 UTC

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.

Conceição Varela / Portugal

conceicao_varela — 2016-11-14 20:53:09 UTC

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.

Lucrezia Di Molfetta Italy

edimol — 2016-11-14 21:00:22 UTC

Lucrezia Di Molfetta Italy

edimol — 2016-11-14 21:00:23 UTC

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

Cristina Teixeira, Portugal

2016-11-14 21:51:12 UTC

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.

María Napal, Spain

mnapalf — 2016-11-15 00:09:28 UTC

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.

Wilson Canelo/Colombia

2016-11-15 01:31:26 UTC

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.

Rosella, Italy,

2016-11-15 11:15:14 UTC

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.

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

marcocfernandes — 2016-11-15 11:34:16 UTC

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.

Antonia, Netherlands

chanja — 2016-11-15 13:51:59 UTC

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.

Sophia Kouzouli, Greece

sophiakouz — 2016-11-15 15:12:16 UTC

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.

Mariana Tomás, Portugal

nita_ramos_tomas — 2016-11-15 18:01:56 UTC

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.

Roberta Scarselli

2016-11-15 18:40:21 UTC

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

Isabel Rato, Portugal

2016-11-15 19:47:16 UTC

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.

Teresa Pombo, Portugal

teresapombo — 2016-11-15 21:59:14 UTC

Teresa Pombo

teresapombo — 2016-11-15 21:59:14 UTC

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.

Teresa Rowett - Portugal

teresarowett — 2016-11-15 23:44:59 UTC

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.

Lívia, PT

liviasor — 2016-11-16 11:02:27 UTC

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.

mbacita — 2016-11-16 15:13:53 UTC

Very interesting information on assessment

Ângela and Tânia, Portugal

taniaalves23 — 2016-11-16 20:27:48 UTC

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

Olga Tsaruk, Ukraine

ovotsaruk — 2016-11-16 20:50:48 UTC

The following assessment tips are of great importance.

Identify the learning outcomes.
State explicitly the activity expectations.
Use rubrics.
Provide timely assessment feedback.
Use a reflective process.
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.

Kristijan Cincar,Serbia

2016-11-16 21:47:37 UTC

Very interesting information on assessment

Maria Concetta Catalano, Italy

cettinacatalano644 — 2016-11-17 01:43:23 UTC

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

Carla Mansilha - Portugal

cmansilha — 2016-11-17 08:50:06 UTC

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.

Giovanna, Italy

giovanna_biceg1 — 2016-11-17 19:38:07 UTC

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

Vitor M. N. Fernandes, Portugal

vmnf — 2016-11-17 20:58:51 UTC

(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).

Katarina,Serbia

2016-11-17 23:29:53 UTC

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.

Domenica Marino

marinomimma16 — 2016-11-18 14:52:57 UTC

Fatih TOY, Turkey

2016-11-18 18:25:01 UTC

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?

Maria Rizza/ Sicily

rowri — 2016-11-19 00:24:58 UTC

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

Cesare Maramici, Italy

2016-11-19 08:45:49 UTC

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.

Paula Duarte, Portugal

2016-11-19 10:14:15 UTC

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.

Daniel Caridade, PT

dcaridade — 2016-11-19 13:25:43 UTC

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!

Lúcia, Portugal

lucia_paulino — 2016-11-19 14:28:22 UTC

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.

Ann, Ireland

ann_mchugh — 2016-11-19 14:29:53 UTC

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.

Rui Vieira, Portugal

miguelvieira_com — 2016-11-19 16:40:05 UTC

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!

Pedro Elias, Portugal

pedroelias — 2016-11-19 20:10:50 UTC

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.

Donatella, Italy

donatellacavion — 2016-11-19 21:12:22 UTC

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.

Maria Tomaz, Portugal

anjostomaz1 — 2016-11-20 00:25:28 UTC

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.

Angeliki Kougiourouki, Greece

akougiou — 2016-11-20 16:27:44 UTC

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.

Nazaré Firmino, Portugal

nazare_firmino — 2016-11-20 16:58:32 UTC

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.

Manuela Ortigão

mortigao — 2016-11-20 18:34:52 UTC

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.

Natália Ferreira, Portugal

2016-11-20 19:36:15 UTC

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.

Ariana Vacaretu, Romania

ariana_vacaretu — 2016-11-20 21:28:16 UTC

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? )

Laurentina Soares, Portugal

2016-11-21 00:02:05 UTC

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.

Elisabete Gouveia, Portugal

2016-11-21 00:20:53 UTC

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.

Isabel Cabo

isacabo_1978 — 2016-11-21 01:20:23 UTC

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.

Cristina Abegão

2016-11-21 02:05:24 UTC

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

Marina - Italy

2016-11-21 11:43:21 UTC

Cinzia Masia, Italy

attasonitabas — 2016-11-21 12:55:20 UTC

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.

Ana Elisabete Teixeira, Vila Nova de Cerveira- Portugal

anasaojoaoteixeira — 2016-11-21 16:04:33 UTC

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

Münevver, Turkey

2016-11-21 17:49:38 UTC

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

Atanasija, Croatia

atbilic — 2016-11-21 19:57:26 UTC

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

Palmira Serrano, Portugal

palmiraserrano — 2016-11-21 21:21:55 UTC

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.

Irena, Poland

irenagd — 2016-11-21 23:11:58 UTC

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.

Jose, Portugal

jafscruz — 2016-11-22 01:10:29 UTC

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.

Lorraine

lockycardona — 2016-11-22 04:12:27 UTC

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

Conceição Aleixo, Portugal

caleixonline — 2016-11-22 10:20:29 UTC

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.

Patrizia, Italy

patrizia_brion — 2016-11-22 16:29:53 UTC

Ionela Lazea, Romania

kameeliah16bis — 2016-11-22 17:34:08 UTC

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

Nehir Çabuker

nehircabuker — 2016-11-22 20:25:06 UTC

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

Amélia, Portugal

ameliamagalhaes — 2016-11-23 00:03:21 UTC

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.

Honorata Pereira, Portugal

honoratapereira — 2016-11-23 06:15:55 UTC

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.

Marina/Italy

marina_bottacin — 2016-11-23 13:49:55 UTC

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.

Sandra Teixeira, Portugal

2016-11-23 16:18:22 UTC

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.

Anna Maria, Ita

mattielloannamaria — 2016-11-26 21:48:56 UTC

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.

Cristina Parente, Portugal

CrisParente — 2016-11-27 15:27:47 UTC

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.

paulina_rozmus — 2016-11-27 21:32:21 UTC

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

Virgínia Esteves, Portugal

virginiaesteves — 2016-11-30 00:23:18 UTC

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.

Asun Ara

2016-12-06 11:23:08 UTC

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.

Marian Dragomir, Romania

2016-12-13 08:57:07 UTC

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