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Tilraun með sjálfsmat og jafningjamat í áfanganum ens703

Tilraun með sjálfsmat og jafningjamat í áfanganum ens703. Flytjandi Hafliði Vilhelmsson. Nemendafjöldi 23 í byrjun. Aldur á bilinu 18 – 23 3 mættu aldrei 3 “féllu” vegna vanskila (fengu undir 50%). ens703. Valfrjáls skriftaráfangi Notast við ferilritun

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Tilraun með sjálfsmat og jafningjamat í áfanganum ens703

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  1. Tilraun með sjálfsmat og jafningjamat í áfanganum ens703 Flytjandi Hafliði Vilhelmsson

  2. Nemendafjöldi 23 í byrjun • Aldur á bilinu 18 – 23 • 3 mættu aldrei • 3 “féllu” vegna vanskila (fengu undir 50%)

  3. ens703 • Valfrjáls skriftaráfangi • Notast við ferilritun • Nemandi skilar inn, kennari fer yfir • Nemandi fær verkefnið og skrifar það aftur og skilar til kennara

  4. ens703 er “próflaus” • Samanstendur af tíu ritþáttum • Tveir gilda 5% • Þrír gilda 10% • Þrír gilda 20%

  5. Fjórir þættir valdir úr og lagðir undir sjálfsmat og jafningjamat: • Sjálfsmat = minningargrein 10% og fréttaskrif 10% • Jafningjamat = ljóð 5% og viðtal 10%

  6. Dæmi um leiðbeingar til nema haiku Write one or two haiku. Make two copies. They must be typed. Hand the copies to the teacher, one of the copies must have your REAL name on it, The other one should be under a false name (pseudonym)

  7. Haiku – einkunnir í jafningjamati • Mest var hægt að fá 30 stig fyrir fullt hús • Nemendur voru örlátari á stigagjöf en kennari. • Munurinn gat verið allt að fjórum stigum

  8. Minningargrein - sjálfsmat • Skil nemenda ekki nógu góð • 18 skiluðu minningargrein • 14 skiluðu inn sjálfsmati • Skýringin engin önnur en kæruleysi nemenda eða ódugnaður kennara við innheimtu

  9. Fréttaskrif - sjálfsmat • Góðar leiðbeiningar um gerð fréttanna • Eftir seinni skil fengu nemendur “rubric” • Sjálfsmatið fólgið í því að kanna hvort fréttin uppfyllti skilyrðin sem sett eru fram í “rubrics”. • Matið gekk vel en spurning hvort þetta mat reyndi mjög á nemendur. Rúbrikkarnir unnu vinnuna?

  10. Viðtal - jafningjamat • Ekki notast við rúbrikka heldur eyðublöð • Nemendur fengu verkefni frá öðrum nema af handahófi. Vissu hvern þeir voru að meta • Sá sem var metinn vissi ekki hver mat • Hér reyndi meir á nemendur, þurftu að sýna sjálfstæðari hugsun og gátu ekki látið rúbrikkana hugsa fyrir sig.

  11. Niðurstaða • Sjálfsmat er auðveldara í framkvæmd • Jafningjamat þvingaði nemendur til þess að sjá verk sín og annarra með öðrum augum Flestir nemendur voru ánægðir með þetta fyrirkomulag.

  12. Umsagnir nemenda • I can give myself a grade and be satisfied. I always try to be very honest and realistic. • I think self-assessment is quite difficult. I can grade my work good and bad but when it comes to grammar and rules, I think it better it be graded by someone who does know them

  13. My opinion on peer-assessment is that I think it´s absolutely exciting to be able to see other people’s work like we have been doing in this class that I’m in right now called ens703. I have to be honest when we did this the first time I was terrified about the thought that someone I barely even know was grading my work but then it turned out to be fun

  14. the same goes for peer assessment and I can’t trust myself being totally fair. If I’m grading a girl’s work, a beautiful girl I maybe fancy, I will grade her better than her work is (not saying her work is bad). Guy’s work I would grade more fairly, If I liked it , it would equal a good grade and if it were bad I would be harsh…

  15. Peer assessment I don’t like because I don’t like assessing other students’ work, I think the teacher should do that…if I had to choose between self and peer assessment I would choose self-assessment. • peer assessment is very frightening to me. You see, I’m dyslexic and to comment on other people’s spelling is not something I look forward to do. But it can give some good insight into the brain of your peers

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