[MUSIC] Hi, and welcome back to Assessing Achievement with the ELL in Mind. In the last video you were introduced to methods of using Peer and Self Assessment to empower students and encourage their learning of content and development of language in your content class room. In this video we're going to give you some specific strategies for implementing Peer and Self-Assessment that can be used across the curriculum and grade levels. In our first example we have a Peer Assessment Checklist. This could easily be used for any subject, and be modified for any grade level. This particular checklist comes from a language arts class, and asks the students to provide feedback on a classmate's short story or personal narrative. This particular checklist would be used for revision. The student would provide peer assessment with the hopes that they will use the feedback to revise their draft before submitting a final product. In this particular checklist we have questions such as, does the story have a beginning, middle, and end? Is the main idea clear? Are there supporting details? And are all words spelled correctly. The student will have the opportunity to say yes or no in regards to each one of these criteria, and then provide comments for their peer. This checklist could be created with specific questions for language development for the ELL. And of course, the peer feedback should be accounted for in the final project somehow. This could be through assigning points for the peer assessment, and participation in the peer assessment, or even just by mentioning to the students in your feedback that they did a very good job clearly implementing changes suggested by their peers. Our second example is peer assessment revision circles. Again this can be used for any subject and can be modified slightly for different grade levels. For this activity you need to organize your room and desks in a specific manner. Visualize two circles. An outside circle and an inside circle. The students would be sitting one across from each other. The students would have their products for revision, for example, of a writing sample, in front of them, as well as a teacher created checklist, or discussion questions. The student would trade assignments with their partner, the student across from them, and begin the peer revision process After a selected time, the teacher asks the inside circle to stand up and move to the right two places, or maybe ask the outside circle to stand up and move to the left, it doesn't matter. In other words, create new partners by rotating the circle one way or another. They review their new partner's product using the same checklist and discussion questions. Thus, giving students multiple opportunities for feedback in a very informal and low stress environment. Again, this activity should be validated by some measure on the final product. Our third example is of a self-assessment called I Can Statements. This is an I Can Statements table, and it can be used in any subject. This type of self assessment is used for students to reflect on their own learning progress made within a specific subject matter. It can help inform your instruction for future classes, and of course, it can be tailored for each student based on a shared vision. Our example comes from a math class. We have three examples of I Can Statements. I can read time to the minute. I can write time to the minute. And I can show value in cents or dollars. The student would correctly identify whether or not they can confidently do these tasks and provide the teacher with crucial information regarding instruction and needs. The final example is the peer and the self-assessment reflection hand out that can be used for group work. This will help students reflect on the work that was done within a group project or group assignment and provides the teacher with a good opportunity to observe classroom behaviors. In this example, students are asked evaluation questions about the group project itself and about their own contribution as well as the contribution of other members, and asked to provide written comments in respect to these questions. The reflection should be considered in assigning final grades and feedback for the group project. For each of these examples of peer and self assessments, ELLs are provided opportunities to use language through very meaningful interactions. They're learning of both content and language is validated and their personal growth as students is supported. These are really great ways to assess the students' learning. And their progress of learning through very low stress assessment type environments.
