Introduction“If pupils are to become competent assessors of their own work, as developments in metacognition tell us they should, then they need sustained experience in ways of questioning and improving the quality of their work, and supported experience in assessing their work in addition to understanding what count as the standard expected and criteria on which they will be assessed.” (Sadler 1989: p 120)
In the learning process we understand the desired outcomes can vary, therefore the type of assessment must vary since it is contingent upon outcomes, and influenced by activities and objectives. Team Grover has carefully considered the desired outcomes, activities and objectives when selecting our Peer-to-Peer team assessment tool and individual assessment tools. The uniqueness and usefulness of our assessment tools reflects the uniqueness and usefulness of the students we serve, and also the uniqueness and usefulness of the educational curriculum we continually assess and develop in order to improve the quality of our educational programs, and the quality of our teaching and learning. Assessment is many times one of the most influential aspects when creating a new pedagogical activity. The way the work is evaluated and assessed largely depends on the purpose of it (Boud, Cohen, & Sampson, 1999). [With respect to the assessment of group work] Knowing the best strategy to adopt is still an open question, since every task has its own characteristics, which makes it difficult to find a way that can be considered advantageous to all the different cases (Figueira & Leal, 2013). |