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Applying the Benefits of Peer Assessment to the High School English Classroom

Page No.: 
19
Writer(s): 
David O’Flaherty, Kyoto Girls’ High School

The vast majority of studies and literature relating to peer assessment has focused on university level students. Proponents of peer assessment (PA) argue that the active involvement of students in the creation of assessment criteria, ongoing feedback, and the opportunity to grade and be graded by their peer group leads to greater understanding and ownership of the learning process. Critics of the process point to students’ reluctance and lack of ability to effectively engage in the process of assessment. Limited knowledge and a lack of confidence in their ability could result in the assessment element of PA being a step too far for high school students. Involving students in the creation of assessment criteria and the giving and receiving of feedback are, however, elements of PA that can be adopted for use in high school English classes in Japan. 

ピアアセスメント(生徒相互評価)に関する研究や考察は大学レベルの生徒に焦点が当てられているものが大多数である。ピアアセスメントの肯定論者は、生徒自身が積極的に評価基準の作成に関わること及びフィードバックの生徒間相互付与が、学習過程における理解深化及び積極性を高めるのに非常に有効であると主張し、否定論者は限られた知識及び自身の能力に対する自信の欠如を挙げ、生徒の非積極性と評価基準作成に対する能力の欠如を指摘する。本論では、評価基準作成における生徒の参加、フィードバックの相互付与といったピアアセスメントの要素の、高等学校英語授業における有効性について述べる。

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