Peer Structure and Support

Brief Overview:  This is a classroom instructional management design that requires students to create peer assessments of literary content and analyze peer responses.  The purpose of this evaluation is to measure the effective use of Google Web 2.0 tools while writing the peer assessment project.

Needs Analysis

As I have indicated previously, this is a program that I have successfully implemented in another school, but I had not yet applied the use of web tools, therefore the peer assessments were created by students and printed out for classroom distribution.  Additionally, when one student failed to meet the deadline, it affected the whole class.  In my current school, creating these assessments in web-based format, we can save the consumption of paper and the web-based collaboration feature makes the whole team accountable to the deadline and they don’t have to rely on one student.

The Goal

The objective is to make the peer assessment process more efficient by using web-based tools.  An additional objective with this current group of students is to measure the effectiveness of peer assessment for developing analytical literacy skills.  At the end of the evaluation, a recommendation can be made to continue with this program for future literacy activities.

The Program (Bridge)

All the students will read the same selected text.  The facilitator will distribute the assessment tasks to student directors, who will meet together to discuss those tasks as they relates to the deadline.  The student directors will meet with their team of students to delegate responsibility among the members.  Each team will work together to form assessment artifacts that target the objective and they will determine what are the appropriate responses to meet those objectives.

Students will be provided time with a computer to create a collaborative document, questionnaire, spreadsheet, and presentation, in addition, time for taking the peer assessments of other students and to analyze the results of their own assessment.

Peer Structure and Support

Philosophy and Goal

Through the process of assessing peer skills and knowledge, the students become more aware of their own ability to interpret literature and analyze peer responses.

Needs Assessment

In order to develop critical thinking skills for the students, the educational experience needs to be relevant for the learner.

The program facilitator needs to provide

  • rich literature for the assessment tasks
  • examples of assessment tasks
  • feedback on assessment artifacts

Students have a need to make a learning experience more relevant by

  • analyzing text for peer assessment tasks
  • analyzing peer responses of assessment tasks

Program Planning

  1. The students will take a pre-survey about assessment tasks.
  2. The whole group of students will read the selected text.
  3. Student groups are formed with a director, who discusses peer assessment tasks and coordinates the collaboration of the team.
  4. Each team will create an online assessment that targets the group’s assessment tasks.

Implementation and Formative Evaluation

During this phase the facilitator will review the assessments created by each group to see if they properly understood the assessment tasks and to clarify any mis-guided assessment artifacts.  Once the peer assessments are ready for distribution, the whole class will respond to the quizzes created by their peers.

Summative Evaluation

After the students have responded to the peer assessments, each team will collect and analyze the data.  They will put together an expository presentation that shows the anonymous responses from the class.  They will identify positive and negative response characteristics to their intended assessment tasks.