their grade until they figured out as a table which post it note belonged to whom. It took some tables a while to figure out, almost all of the hour. Some kids figured it out right away. We discussed the importance of using the rubric to make sense of the information and use it like a checklist for their assignments.
The reason I had them look at feedback was because the students did poorly on an assessment that they worked on together as a team. I wanted them to see other papers and have to assess each other. They would then use what they know about the information to be able to connect the feedback to the correct person. If a student is unsure of the information, they have the chance to talk to their peers and have it explained to them one more time.
The goal is to get them to perform better, address some of the issues that went well with the assessment, as well some issues that went poorly and fix them.
The reason I had them look at feedback was because the students did poorly on an assessment that they worked on together as a team. I wanted them to see other papers and have to assess each other. They would then use what they know about the information to be able to connect the feedback to the correct person. If a student is unsure of the information, they have the chance to talk to their peers and have it explained to them one more time.
The goal is to get them to perform better, address some of the issues that went well with the assessment, as well some issues that went poorly and fix them.
I am still waiting to see more students to turn in the redos, so I'm unsure of how it affected everyone. For most students who have turned it in again, it helped them a lot. My evidence for this is that 62% of students who turned it in again improved their scores. 65% of those that improved their scores went from non-mastery, to mastery. |