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Collaborative Critique: Improving ICT Skills through Diagnostic Marking

Collaborate for improved ICT skills by using Diagnostic Marking Conventions and Google Docs for real-time feedback and peer critique. Enhance students' error identification and correction abilities in open-ended questions.

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Collaborative Critique: Improving ICT Skills through Diagnostic Marking

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  1. Collaborating for critique, Collaborating to improve ICT BY(i)TES Mr Md Fadly Mrs Goh Bee Lin Free Powerpoint Templates

  2. Area of Concern • Based on our school’s item analysis of the pupils’ results, we found that the pupils are unable to fare well in the open-ended type of questions • Based on research, it is found that the students are unable to identify their own errors hence they are unable to correct them.

  3. Approach In order for them to improve their answering techniques, firstly the pupils need to be able to identify what are their mistakes and where have they gone wrong. To address this, our school’s Science Department has implemented a set of Diagnostic Marking Conventions that will provide feedback to the student on the type of error that they have made in answering a particular question. We conducted a lesson study where we used Google Docs to beam the Diagnostic Marking Conventions “live” together with the pupils identifying the errors and correcting them.

  4. Diagnostic Marking Conventions CAW : Concept Applied Wrongly WC : Wrong Concept TB : Too Brief NS : Not Scientific SP : Misspelling of key words

  5. Using Google Docs • Lesson Outline: • Students are given a question and its suggested answer (which contains errors). • Students will try to identify the error, reason it out and craft their own suggested answer. • Students will now browse through their peers responses. • Teacher to ask students for their critiques. • After which, all groups will return to their response and improve on it. • Teacher will then provide the model answer and get students to compare it to their improved answer.

  6. Major Benefits Reaped • Pupils make informed critique • Pupils are able to improve on answers • based on feedback • Pupils are more focused in assessing • what is lacking in an answer

  7. Success Factors • The collaborative affordance of Google docs enables multiple inputs and feedback to occur simultaneously without the need to take turns. • Collaborative work among pupils ensured that all the pupils in the class are engaged and actively involved in the lesson. • It was found that the pupils are able to provide constructive peer critique to each other’s’ work. • Some Self-Directed Learning emerged as pupils used rubrics as well as peers’ feedback to improve their own answers.

  8. Things to take note of… • Server to manage the inputs of 8 groups simultaneously. Thus our recommendations were to split the class into two halves with one half as the contributors and the other the ones doing the critiques. Roles will be swapped for the next questions. • Familiarising students with Google docs • We also recommended that teachers should familiarise the students with the use of Google docs in an exploratory lesson first (30 mins) before embarking on the lesson proper.

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