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Intro to Plagiarism - 9th grade
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Abstract Literature suggests that a crucial element of peer assessment is feedback; through giving and receiving feedback, peer assessment works to engage student learning on a deeper level (Liu and Carless, 2006; Topping, 1998). Equally, the ability to give and receive feedback and to critique have been recognised as important life skills beyond the classroom that are applicable to work contexts. Given this reality, learning how to give constructive feedback should be viewed as ‘an essential generic skill’ (Cushing et al, 2011: 105). This presentation reports on a model for an incremental trajectory for building confidence and competence in peer assessment and feedback for Higher Education learners. The model was developed from a case study of a postgraduate programme in an Irish Higher Education context. Arising from a small-scale study incorporating a combination of student feedback, teacher observations and informed by relevant literature (for more detail on the methodology underpinning the development of the model see Egan and Costelloe, 2016), the model recognises that giving and receiving peer feedback is not an innate skill and that learners require a scaffolded approach to develop the requisite skills (Adachi et al, 2018; Cassidy, 2006). This presentation focuses specifically on the ‘peer feedback’ component of the proposed model and outlines how the model might support incremental skill development, particularly (i) the ability to assess others, (ii) the ability to give and receive feedback and (iii) the ability to make judgments. The model suggests that learners should firstly become comfortable engaging in self-assessment tasks, which should incorporate a form of feedback from a more competent other. From here, self-assessment and peer-assessment should commence to allow the learner to understand how a peer may perceive elements of assessment and feedback differently. Following this, group-to group peer assessment and feedback is encouraged, as this can enhance confidence in judgement and communication of feedback. From this point, one-to-one and one-to-group peer assessment and feedback can commence. We argue that such an approach encourages the use of peer assessment as and for learning, whereby students are gradually scaffolded - through various formative “low stakes” assessment tasks and activities - to develop the ability to provide formative peer feedback. While the model requires further testing and validation, it offers a pathway for practitioners for the incremental development of peer assessment and feedback skills.
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Fostering Friendships - Enhancing Social Bonds in the Classroom
Single or Multiple melodic lines structure
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Wellbeing inclusion and digital dystopias.pptx
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Graduate Outcomes Presentation Slides - English
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Google Gemini An AI Revolution in Education.pptx
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Mehran University Newsletter Vol-X, Issue-I, 2024
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General Principles of Intellectual Property: Concepts of Intellectual Proper...
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Key note speaker Neum_Admir Softic_ENG.pdf
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FSB Advising Checklist - Orientation 2024
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Python Notes for mca i year students osmania university.docx
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This PowerPoint helps students to consider the concept of infinity.
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COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
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REMIFENTANIL: An Ultra short acting opioid.pptx
Intro to Plagiarism - 9th grade
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Plagiarism Careful Documentation
and Good Scholarship Leisen 2009
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