Peer observation is less stressful and more beneficial. A peer observation is mentoring. By observing a peer of the same working practice we get aware of what are we or our peers doing right or wrong. We get new teaching methods and strategies. We also become capable of self assessment.
Peer observation is commonly carried out for principles of appraisal or judgment of the observed, and this can be detrimental both to teacher confidence, and to a supportive teaching environment. Furthermore, this approach seems to have a little value for active teacher development, since the focus is on being developed, rather than on self-awareness and self-development. Peer observation, therefore, should not be a vehicle for the evaluation of others on the basis of our hypothesis, but a reassessment of these hypotheses on the basis of their teaching. The focus of peer observation is on the student experience and how their learning can be promoted through improved
Nowadays in higher education, it is increasingly recognised that peer observation receives far more importance and interest than any other form of professional development courses. It is, in fact, the method which offers the academic staff the possibility to evaluate the effectiveness of teaching of all teachers of the department by enhancing them to undertake reflective practice which in turn can be used as a method that offers formative feedback and therefore provides the evidence to substantiate student evaluation (Hammersley-Fletcher & Orsmond 2004). The evaluative form of observation is not thereby the only model with which is sought teaching effectiveness, but there exist other models which underpin change and betterment in the teaching profession (Gosling
Students are actively involved in the process of assessment as they assess the performance of their peers carrying out a particular task or skill. It has gained much importance in educational learning and educational research in recent times with several studies denoting this alternative form of assessment as extremely effective in improving learning in students (Patton & Marty-Snyder, 2014). It has also shown to help increase motivation and engagement levels, improve communication and self-regulation skill as well as helping to empower students (Azarnoosh, 2013; Harrison, O’hara, & McNamara, 2015; Karami & Rezaei, 2015). One example of a type of peer assessment is a check list handout. Attached to this document is an example of a peer assessment checklist that could be used for the chest pass lesson demonstrated in the video.
(Bransford, Brown, and Cocking, 1999) Individuals acquire a skill much more rapidly if they receive feedback about the correctness of what they have done. One of the most important roles for assessment is the provision of timely and informative feedback to students during instruction and learning so that their practice of a skill and its subsequent acquisition will be effective and efficient. (Pellegrino, Chudowsky, and Glaser, 2001) Types of
Peer Feedback Peer feedback is a popular source of feedback in the English second language/English foreign language (ESL/EFL) classroom. It is also called peer review, peer response and peer evaluation (Liu and Hansen, 2002). According to Liu (1998), peer feedback is a process in which learners read each other’s writings and provide comments on grammar, usage, content, word choice, and the structure of the essay. Peer feedback can be defined in a more detail way as "the use of learners as sources of information and interactants for each other is such a way that learners assume roles and responsibilities normally taken on by a formally trained teacher, tutor, or editor in commenting on and critiquing each other's drafts in both written and oral formats in the process of writing" (Liu and Hansen, 2002:1). The rationale of peer feedback is explained by Vygotsky's socio-cultural theory.
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
The methods of assessment need to impartial. Sometimes, teachers focus on drilling concepts and the children learn by rote, unfortunately learning is then distilled to nothing more than recall of facts. Assessment should be holistic causing a change and transforming one`s outlook. Some learners associate assessment with failure as one can either pass or fail as it does not spur one to improve in a particular area as it