synergy induction to pedagogy programme - evaluation of the environment (english)

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


Evaluation of Environment

Unit I: Self and Peer Assessment




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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.

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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.

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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.

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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.

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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

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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

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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

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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

http://whatis.techtarget.com/definition/discussion-board-discussion-group-message-board-online-forum
















http://searchwindevelopment.techtarget.com/definition/blog

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Unit II: Challenges of Peer Learning

and Online Environments




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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


Exercise 1: Fill in the gaps

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CHALLENGES POSSIBLE SOLUTIONS OPTIONS

1. Cross check with other

peers


information


learning course

C. No feedback from

tutors

D. User-friendly tools

E. Download academic

articles


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


Exercise 1: Correct answers

C. No feedback from

tutors

1


information

2

D. User-friendly tools 3


learning course

4


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

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Unit III: Quality Criteria of Peer Learning SYNERGY Exchange (http://synergyexchange.eu/)



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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)


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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.

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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.

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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


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• 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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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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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


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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


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

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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


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

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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

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Unit IV: Final Remarks




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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.

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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

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Thank you for your interest and attention

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