Sharing Good Practice
EVIDENCE BASED ASSESSMENT STRATEGIES
BY REEM REKIEH
R
ecent shifts in assessment
practices have been influenced
by the realisation that ‘one
size does not fit all, and that
students enter classes with different
sets of knowledge, as well as variations
in understanding and comprehending
taught material. Although it is quite
simple for teachers to outline students’
differences in abilities, the strategies
used to teach and assess students,
very rarely caters to their differing
levels. The teachers’ main focus is to
cover the demands of the curriculum,
rather than address students’ learning
on a more complementary level. What
tends to get overlooked in these
instances, is the power students hold
in their learning journeys. Assessment
has always been viewed as mainly the
teacher’s prerogative, and perhaps
one that provides them with greater
authority over other stakeholders.
However, the involvement of students
in peer and self-assessment strategies
has proven to have a greater impact on
teaching and learning.
Central Role of Students
Research related to the various
formative
assessment
strategies
supports the notion that student
involvement in assessment related
tasks, improves achievement. Writing
in particular, which is an area in need
of great improvement among many
students in the UAE, is a great example
in outlining the impact that peer and
self-assessment strategies have, on
intrinsically motivating students to
improve writing compositions. The
impact stretches beyond improved
18 |
Jan - Feb 2018
|
|
levels, helping to create more
autonomous learners who are able to
provide feedback, reflect on feedback
and to share knowledge. All of which
are important skills to sustain learners
in the 21st century. However, of greater
importance, is the role teachers play
in steering students on this path,
providing students a central role in the
learning process.
Impact of Peer and Self-
Assessment
The very act of editing, whether that
be peer, or self-editing, offers avenues
for reflecting and evaluating one’s own
writing or that of a peer’s (allowing
students to enter each other’ s zones
of proximal development [ZPD]);
which ultimately see students utilising
higher order thinking skills; according
to Bloom’s taxonomy, and as such
can lead to improved attainment
in writing. The process feeds into
practice and through engaging in peer
assessment, students become better
self-assessors, which leads to the state
of self-monitoring; the instance where
students are able to rely on their
revisions as they become just as valid
as feedback received from teachers
or peers. Kristen Neilson claims
that ‘through this process of self-
evaluation, the writer both improves
the finished written product and builds
a repository of writing and revising
Class Time
skills for later use.’ (Neilson, 2012, pg.
1) In essence, students are evolving
from dependent users of feedback to
independent self-assessors, leading
to the highest level of success in a
learner’s’ journey; autonomy and self-
monitoring.
Systems of Implementation
Although peer and self-assessment
have been identified as effective
strategies in formative assessment,
teachers need to develop skills and
acquire the knowledge suitable
for
implementation.
Educational
institutions
need
to
provide
opportunities
for
professional
development; and most importantly,
time. Ultimately, the goal for teachers
is to be able to instill, in students,
transferable skills in writing; as well
as in other subject areas, through
the feedback provided from various
agents. Once achieved, students’
self-esteem and motivation increases,
creating a positive learning climate.
After all, one does not realise their
potential until given the opportunity
to do so.
References:
Nielsen, K 2014, 'Self-Assessment Methods
in Writing Instruction: A Conceptual
Framework, Successful Practices and
Essential Strategies', Journal Of Research
In Reading
Reem Rekieh has a bachelor of arts in psychology and has recently completed
a Masters of Education degree-Educational Innovation, with the University of
Warwick. Her thesis focused on the effectiveness of assessment for learning
strategies on improving students’ writing particularly in the UAE. Reem is the
assistant principal of elementary at Al Yasat Private School, Abu Dhabi