As a learner, I have had a lot of positive experiences with peer assessments. The validation that my group-mates have given me has encouraged me to take initiatives in future group projects or activities. I was encouraged to do better and do things beyond what was the minimum requirement. In turn, I have always tried to provide positive feedback to my group-mates and appreciate their contributions. I have also learned to accept and provide constructive criticisms to prevent discouragement.
Based on my experience, the sense of responsibility gets higher as a person matures and when the level of difficulty increases. When I was in elementary, group activities are opportunities to make friends and develop teamwork. Assigned tasks are not very difficult and instructions are more detailed. Designations were set by the educator and assessments were highly supervised. In most instances, feedback is written on fancy-shaped colored paper cut-outs, were compiled in scrapbooks, or recited in class. Negative remarks were minimal and constructive. During high school, group activities required a higher order of creativity, analysis, and accountability. My classmates are also more competitive. Supervision was minimal. Tasks were not specific so we enjoyed brainstorming of ideas. In college, absolute independence seemed to be impossible and peer studies are necessary for survival. Based on my experience, peer evaluations contributed more on our grades during elementary and high school. Peer assessments during college were more on the qualitative aspect.
Self-assessments were rarely facilitated by my teachers based on my experience. I can only remember essays of self-reflection or internalizations but these are one time instances and rarely consciously used by students for self-progress.
During college, I had to make conscious efforts to assess my learning. I was forced to be more independent and be mindful of my own learning in fear of having a failed grade. I made use of checklists, practice solutions, and planners to monitor my progress.
While enrolled in the PTC, I have appreciated blog entries and required milestones per week. Quizlets with maximum of three attempts also helped me to be conscious of key points that I needed to learn. Tick marks on moodle helped improve my learning experiences by ensuring that I comply with requirements which require engagement and replies to other students’ discussions. These mechanisms enabled me to enjoy learning and become more productive while monitoring my progress.
In my opinion, self and peer assessments should be carefully designed and facilitated to reap the intended results. While summative assessments are fundamental, peer and self-assessments should gear more towards formative assessments. The goals and criteria for assessments should be clearly stated. Some ways to do this is through checklists, milestones, guided questions, rubrics, and score systems. Students should also be trained to assess their peer and their own self. Constructive feedback should be encouraged and written tools be designed for monitoring their own progress.
As daunting the task may seem, these are all beneficial for both the educator and students in the long-run. For educators, the first step of formulating a good design may be hard, but once it has already been formulated, using it for future students could only get better and improved.
For students, self and peer assessments cultivates attitudes that could be very useful even after school. Learning to impart constructive criticisms, critical thinking, and a great sense of responsibility are life-long rewards. Hitting two birds in one stone, isn’t it?
Hinuha 