Self and Peer Assessment
Students need to be constantly engaged in developing ways of making group work more effective. By having students collaboratively give each member two positive comments about their involvement and one area where they may be able to improve (ie two pluses and a wish) students can reflect on their own effectiveness as a group member.
The roles, eg encourager, storekeeper, expert, are related to the Learning Role Cards.
An important aspect of assessment is self-assessment.
Self assessment requires metacognition. Metacognition refers to knowledge about, awareness of and control over one’s own mind and thinking (Swartz and Perkins, 1989). Costa (1985) refers to this as ‘thinking about thinking’.
Student reflection is generally written in a journal or think book or diary. For underperforming students consider other forms such as recording student reflections on video, audio or computers. Dance and drawing are also useful ways of representing learning and reflections about learning.
Cooperative learning strategies such as a PMI also support metacognitive processes. A completed PMI could be added to the journal at any stage of the metacognitive process.
Bellanca, J. & Fogarty, R. (1994). Blueprints for Thinking in the Cooperative Classroom. Australia: Hawker Brownlow Education.
Costa, A. L. (ed.). (1985). Developing Minds. Alexandria, Vancouver: Association for Supervision and Curriculum Development.
Swartz, R.J. & Perkins, D.N. (1989). Teaching Thinking: Issues and Approaches. Pacific Grove, CA: Midwest Publications (republished by Hawker Brownlow Education).