Assessing Student Presentations from Three Perspectives

Autor/in	Sterling, Donna R.
Titel	Assessing Student Presentations from Three Perspectives
Quelle	In: Science Scope, 31 (2008) 5, S.34-37 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-2376
Schlagwörter	Feedback (Response); Student Evaluation; Peer Evaluation; Evaluation Methods; Self Evaluation (Individuals); Teacher Role; Grading; Critical Thinking + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Lehrerrolle; Notengebung; Kritisches Denken
Abstract	Analyzing student presentations from three perspectives--expert, peer, and self--provides extended feedback and opportunities to learn. All three of these are helpful and serve different purposes. The expert (teacher) feedback shows how the teacher views student work and often assigns a grade. Peer analysis provides students doing the analysis an opportunity to determine what makes the most difference in clarity of science, interest in examples, or quality of work; while providing students receiving the feedback with different perspectives to consider. Self-assessment encourages critical-thinking analysis and improvement (NRC 1996). In this article, the author discusses how to assess student presentations from the three perspectives, (1) expert analysis; (2) peer analysis; and (3) self-assessment. She also describes how to structure individual or group presentations so that students receive feedback from multiple perspectives. (Contains 3 figures.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10