Induction to Pedagogy
Evaluation of the Environment
Introduction
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
Project Number: 2014-1-IE01-KA202_000355
Overview
Introduction
Part 3:
Quality Criteria for Peer Learning
Summary- Final Remarks
• Introduction – Module Scope • Unit I – Self and Peer Assessment • Unit II - Challenges of Peer Learning and Online
Environments • Unit III - Quality Criteria of Peer Learning • Unit IV – Final Remarks
Module Scope
Introduction
Part 3:
Quality Criteria for Peer Learning
Summary- Final Remarks
• Define and understand the differences between peer and self-assessment
• Introduction to applying peer learning to an online environment
• Introduction to the main challenges faced in applying peer learning to online environments
• Introduction to the characteristics of 3 main approaches related to applying quality criteria to peer learning
Induction to Pedagogy
Evaluation of Environment
Unit I: Self and Peer Assessment
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
Project Number: 2014-1-IE01-KA202_000355
5
Defining Self and Peer Assessment
• Self-assessment is a process of formative assessment during which participants reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly.
6
Defining Self and Peer Assessment
• Peer Assessment is a ‘two-way reciprocal learning activity’ in which there is mutual benefit to all parties.
• Peer learning involves cooperation, communication and giving and receiving peer feedback, as well as sharing knowledge, ideas and experiences in a reciprocal partnership. It emphasizes interdependent as opposed to independent learning.
In order to better understand self and peer assessment, we will provide you with an example of each method and the advantages of using them from a pedagogic point of view.
7
Why use Self- Assessment
• Self-assessment can be undertaken by the learner completing a short self-assessment sheet according to agreed criteria.
• Why use self-assessment then?
• If a learner can identify his/her learning progress, this could motivate further learning.
• Self-assessment can promote learner responsibility and independence.
• Self-assessment can accommodate diversity of learners‟ readiness, experience and backgrounds.
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Why use Peer Assessment
• Peer assessment can be undertaken by the learners in a group exchanging notes to discuss gaps/differences in understanding.
• Why use Peer Assessment? • Peer feedback can encourage collaborative learning through
exchange of opinions on what constitutes good work. • Learner help each other to make sense of the gaps in their learning. • The focus of peer feedback can be on process, encouraging
participants to clarify, review and revise their ideas. • Peers can exchange ideas in a safe and understanding environment
and can feel comfortable asking each other “silly” questions.
9
Applying Peer Assessment to an Online Environment
Peer-tutors apply their knowledge to online environments by using a range of tools which are available online:
Through Discussion Forums • A discussion forum is a general term for any online "bulletin
board" where you can leave and receive responses to messages you have posted.
• Many websites offer discussion fora so that users can share and discuss information and opinions.
• Discussion forums are a means of formative assessment and the goal can be to improve performance during a course.
10
Applying Peer Assessment Online
Through Rubrics • Rubrics are tools that facilitate assessment based on particular,
pre-determined criteria. • Explicit criteria exist for each activity in a course, which makes
the assessment process universal and objective, i.e. all learners are assessed based on common criteria, and therefore, there is a means of comparison of performance.
• The criteria on a rubric are set based on the learning objectives. • Therefore, assessment regards the quality that a learner
matched the learning objective for the different activities.
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Applying Peer Assessment Online
Through Blogs • A blog (short for weblog) is a personal online journal that is
frequently updated and intended for general public consumption.
• Blogs are defined by their format: a series of entries posted to a single page in reverse-chronological order.
• Blogs generally represent the personality of the author or reflect the purpose of the website that hosts the blog.
• Blogs are not assessment tools; however, they can be used for sharing knowledge and for discussions among peers.
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ASSESSMENT METHOD EXAMPLE
Self-assessment (A) Complete an assessment sheet
according to pre-determined criteria and
explain why you evaluate yourself in a
particular way
Peer assessment (B) Exchange information and notes and
discuss differences in understanding
Match the assessment method with the examples provided:
Reflection Quiz
13
STATEMENTS METHOD
1. Promote learner responsibility and independence
2. Involve the giving and receiving of peer feedback
3. Peers reflect on and evaluate the quality of their work
4. Encourage collaborative learning through interchange
5. Less burdensome and more enjoyable learning process
Choose which statements refer to self-assessment and which ones
to peer assessment:
Self-assessment
Peer assessment
Peer assessment
Self-assessment
Peer assessment
Reflection Quiz
14
Discussion forum
Online self-assessment sheet
Blog
Email exchange
Rubrics
Online dictionary
Which tools can be applied for peer assessment in an online peer-to-
peer learning environment?
YES
NO
YES
NO
YES
NO
Reflection Quiz
15
o Andrade, H. & Du, Y. (2007). Student responses to criteria-referenced self-
Assessment. Assessment and Evaluation in Higher Education, 32 (2), 159-181
o Boud, D. & Falchikov, N. (2007). Rethinking assessment in higher education.
London: Kogan Page.
o Boud, D., Cohen, R. & Sampson, J. (2001) Peer learning and assessment, in:
D. Boud, R. Cohen, & J. Sampson (Eds) Peer learning in higher education
(London, Kogan Page), 67–81.
o Keppell M., Au ., Ma A. et Chan C., “Peer learning and learning-oriented
assessment in technology-enhanced environments”. Assessment & Evaluation
in Higher Education 31:4 (August 2006), 453–464
o Spiller D. (2012). Assessment Matters. Self-Assessment and Peer Assessment.
TDU. (n.p): The University of Waikato.
o http://whatis.techtarget.com/definition/discussion-board-discussion-group-
message-board-online-forum
o http://searchwindevelopment.techtarget.com/definition/blog
Resources
16
Induction to Pedagogy
Evaluation of Environment
Unit II: Challenges of Peer Learning
and Online Environments
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
Project Number: 2014-1-IE01-KA202_000355
17
Questionable effectiveness
of learning process (no feedback from tutors)
Inaccuracy of shared knowledge and information
Information Technology illiteracy or limited skills
Difficulty in building trust facilitating disclosure and developing accountability
Engagement - Initiating discussion and topics
• Communication with other peers • Adherence with learning objectives
• Materials from valid and acknowledged resources
• User-friendly and customizable tools • Relevant (online) courses
• Form teams in the learning course
• Include prompts for creating and posting
threads in the forums
• Comments on other people’s posts
Challenges of Online Peer-Learning
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CHALLENGES POSSIBLE SOLUTIONS OPTIONS
1. Cross check with other
peers
A. Inaccuracy of shared
information
B. Form teams in the
learning platform
C. No feedback from
tutors
D. User-friendly tools
E. Download academic
articles
F. Initiating discussion
and topics
G. Arrange face to face
meeting with a tutor
2. Materials from valid
resources
Information Technology
limited skills
3.
Difficulty in building trust 4.
5. Include prompts for
creating and posting
threads in the forums
Exercise 1: Fill in the gaps
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CHALLENGES POSSIBLE SOLUTIONS OPTIONS
1. Cross check with other
peers
A. Inaccuracy of shared
information
B. Form teams in the
learning course
C. No feedback from
tutors
D. User-friendly tools
E. Download academic
articles
F. Initiating discussion
and topics
G. Arrange a face-to-face
meeting with a tutor
2. Materials from valid
resources
Information Technology
limited skills
3.
Difficulty in building trust 4.
5. Include prompts for
creating and posting
threads in the forums
Exercise 1: Correct answers
C. No feedback from
tutors
1
A. Inaccuracy of shared
information
2
D. User-friendly tools 3
B. Form teams in the
learning course
4
F. Initiating discussion
and topics
5
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o J. McLuckie & K.J. Topping (2004) Transferable skills for online peer
learning, Assessment & Evaluation in Higher Education, 29:5, 563-584,
DOI: 10.1080/02602930410001689144
o Keith J. Topping (2005) Trends in Peer Learning, Educational
Psychology, 25:6, 631-645, DOI: 10.1080/01443410500345172
Resources
21
Induction to Pedagogy
Evaluation of Environment
Unit III: Quality Criteria of Peer Learning SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
Project Number: 2014-1-IE01-KA202_000355
22
When seeking to ensure high quality of content and learning resources used in peer-learning, there are 3 main approaches to consider:
These are:
1. Keith J. TOPPING (2007)
2. Ulf-Daniel EHLERS (2013)
3. Wayne K. HOY and Megan TSCHANNEN-MORAN (1999)
Each approach views the peer learning process from a different angle.
EHLERS (2013)
HOY & TSCHANNEN
-MORAN (1999)
TOPPING (2007)
Quality Criteria of Peer Learning
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TOPPING (2007)
Quality Criteria of Peer Learning: Topping
In 2007 TOPPING outlined 13 so-called organisational dimensions. These dimensions describe the central factors in which different peer learning-methods can vary. These 13 dimensions are presented in Unit II of the Induction to Pedagogy module: Criteria of Peer Learning. You may wish to re-visit this Unit to refresh your memory.
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TOPPING (2007)
Organisational dimensions
Curriculum content (knowledge skills)
Contact constellation (size, roles)
Ability of peers
Time (regularity of participation)
Characteristics of target groups
(peers)
Objectives (e.g. intellectual gains)
Quality Criteria of Peer Learning: Topping
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Quality Criteria of Peer Learning: Topping
With respect to the SYNERGY objectives, the following dimensions should be emphasised:
1. The content of the learning resources; 2. The size of the group and the roles of the peers; 3. The ability of all peers in the group; 4. The frequency of training; 5. The characteristics of the peer learner; 6. The objectives of the peers.
26
Quality Criteria of Peer Learning: Ehlers
In contrast to Topping, Ehlers focused more on the peers themselves and less on the organisation and characteristics of the environment. General guidelines which describe the peers in this model are as follows: 1. Peers should be open-minded, perceptive, and aware of
their competencies and responsibilities. They should have strong relational and auto-critical skills and a deep subject matter competence. This is particularly necessary because the peers need to act autonomously most of the time.
27
Quality Criteria of Peer Learning: Ehlers
2. Peers should be willing to share materials, create knowledge, and edit the materials of others.
3. Peers need to be aware of their surrounding and the needs, interests and objectives of the other peers.
4. Peers aim to support other peers and they define themselves as a group that grow. Here it is also necessary to add, that there is no hierarchy within the group, only roles (TOPPING referred to Helpers and Helped). These roles are naturally defined by the level of quality of contribution, the participation, etc.
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Focus on peers
EHLERS (2013)
Open-minded and perceptive
Aware of their competencies and responsibilities
Strong relational and auto-critical skills
Share materials and create knowledge
Support other peers (be aware of their
surroundings, needs and interests)
Creation of tools, guidelines, policies for the
production of small structured and standardized
learning objects
Quality Criteria of Peer Learning: Ehlers
29
Quality Criteria of Peer Learning: Ehlers
• According to this approach, the focus needs to be on creating tools, guidelines and policies that enable and drive peers to produce preferably small, structured and standardised learning resources that are easy to assess and are easily adapted for potential future re-use.
EHLERS (2013)
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Quality Criteria of Peer Learning: H & T-M
The last approach comes from HOY and TSCHANNEN-MORAN, who developed a five-part framework that helps to plan, implement and assess peer learning; or in the scholars’ words: “to help teachers design peer learning situations in
which the quality of communication and interaction supports learning”.
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Quality Criteria of Peer Learning: H & T-M
The five parts or stages in this approach are as follows: 1. Group characteristics: Here the focus is on the achievement
level of the peer-learners and their readiness for new challenges. It is also about safeguarding a skill-standard and shared attitudes among the peers.
2. Goals and tasks: Goals for the development of skills need to be set appropriate to the target group. The interrelation between these two processes needs to be considered as they may build up one on another.
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Quality Criteria of Peer Learning: H & T-M
3. Getting there: When the peer groups is being formed, attentions needs to be paid to certain aspects of forming the group, such as the educational attainment of the peer group and their previous experience of learning; whether or not they have special learning needs also needs to be considered.
4. Guiding the process: This focuses on the awareness about the typical problems in peer learning environments and the need for strategies appropriate to address such problems.
5. Looking back and glimpsing ahead: The creators of peer learning situations should have a structure in place to efficiently and effectively reflect on the peer learning process and any difficulties which arose.
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HOY & TSCHANNEN-
MORAN (1999)
A framework that helps to plan, implement and
assess
1. Group characteristics: readiness;
safeguarding a skill-standard and shared attitudes
2. Goals and tasks: to be set appropriate to the
target-group
3. Getting there: e.g., status, achievement level,
and special needs need to be considered.
4. Guiding the process: typical problems and
strategies to address them; adjustment and
reflection of the environment
5. Gazing backwards and glimpsing ahead:
a structure to reflect the situations and the
processes that took place
Quality Criteria of Peer Learning: H & T-M
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Consider ability of peers and characteristics of target groups
Undertake a leading role in guiding participants
Develop structure to reflect the situations
and the processes
Share materials and create knowledge
Support other peers
Identify typical problems and strategies to address them
Keep material confidential for own use
From the list below, choose the statements which, according to the 3
approaches analysed, are quality criteria for peer learning (TRUE / FALSE):
Revision Quiz
35
Consider ability of peers and characteristics of target groups
Undertake a leading role in guiding participants
Develop structure to reflect the situations
and the processes
Share materials and create knowledge
Support other peers
Identify typical problems and strategies to address them
Keep material confidential for own use
From the list below, choose the statements which, according to the 3
approaches analysed, are quality criteria for peer learning (TRUE / FALSE):
TRUE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
Revision Quiz
36
o Ehlers, U.-D. (2013): Open Learning Cultures. A Guide to Quality,
Evaluation, and Assessment of Future Learning. Springer, Heidelberg.
o Topping, K. J. (2007): Trends in Peer Learning. Educational
Psychology, 25, 6. Pp. 631-645.
o Hoy, A. W./ Tschannen-Moran, M. (1999): Implications of Cognitive
Approaches to Peer Learning for Teacher Education. In: O’Donnel, A.
M./ King, A. (Eds.): Cognitive Perspective on Peer Learning. Routledge,
New York. Pp. 257-284.
Resources
37
Induction to Pedagogy
Evaluation of Environment
Unit IV: Final Remarks
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
Project Number: 2014-1-IE01-KA202_000355
38
Summary – Final Remarks
Points to remember from this module: • Peer assessment encourages collaborative learning, responds to
identified gaps in knowledge and skill within peer groups and makes learning a less burdensome and more enjoyable experience.
• We can apply the peer assessment methods in online peer-to-peer learning environments through discussion forums, rubrics and blogs.
• Typical challenges of peer learning and online environments include: 1. questionable effectiveness of the learning process;
2. inaccuracy of the shared knowledge and information; 3. IT illiteracy or limited skills of both the peer-tutor and learner; 4. difficulty in building trust and ensuring accountability; 5. engagement of users in coursework and online discussions, etc.
39
We have also seen 3 different theoretic approaches with regard to quality criteria of peer learning: 1. Topping, views the differences of peer
learning from an organisational point of view;
2. Ehlers, focused more on the peers themselves and less on the organisation and characteristics of the environment; and
3. Hoy & Tschannen-Moran developed a five-part framework which helps to plan, implement and assess peer learning
EHLERS (2013)
HOY & TSCHANNEN
-MORAN (1999)
TOPPING (2007)
Summary – Final Remarks