MAC Reads 2021Wednesday, January 26, 2022
Join us for MAC Reads 2021! Participate individually or form/join a book study group! MAC will offer a study guide to support reading and discussions!…
In support of our mission to improve student learning and achievement for all students, we address the current circumstances facing our schools in responding to the growing public rejection of racial inequity in American society and call for societal changes that ensure equity of opportunity and safety for Black students and other people of color.
The theme for the 2021-22 Assessment Learning Network is leveraging assessment to achieve equitable access and outcomes for all students through an emphasis on assessment practices most relevant to students’ efforts to increase their own learning.
Many educators are interested in learning more about the power of formative feedback via self- and peer assessment. This interest stems from the fact that quality self- and peer assessment have many lasting benefits. Students who can accurately peer assess are more likely to demonstrate improved academic performance across different grade levels and subject areas (Harris & Brown, 2013) and to take greater responsibility for their own learning (Cyboran, 2006). Self- and peer assessment helps initiate a cycle of motivation and engagement in which students become more proficient with their skills, more competent in their learning, and more confident in their ability to self- and peer assess.
Self- and peer assessment also promotes student success by helping them accurately reflect on their own performance as they learn. Students see how well they are doing and understand what they need to do to improve their performance or to achieve the learning target. These students can also reflect on the work of peers, and if asked, can provide useful feedback to peers that will assist them as well. Therefore, self- and peer assessment are important for students’ self-directed learning and study skills, which in turn motivates them to engage more deeply in their own learning. And yet, despite the interest, enthusiasm, and evidence of effectiveness, self- and peer assessment are not common features of most classrooms.
With this framing context in mind, this ALN session engages researchers, assessment experts, and practitioners in exploring the benefits and challenges of engaging students as resources for themselves and each other through self- and peer assessment. The presenters of this ALN session will analyze research, highlight professional learning resources, and provide classroom examples of self- and peer assessment that enable students to demonstrate increased agency in their learning. Specifically, presenters will use the following guiding questions to focus the presentation:
Questions Framing this Session