Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 14/Chapter FAQ/Peer Review One

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This article has been reviewed by: Sbutl016 (talk) 18:36, 11 June 2009 (UTC)

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Part 1 - Article Components

Learning Target(s)[edit]

Answer the following questions regarding the learning targets:

  • Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? Yes.
  • Is/are the learning target(s) specific? No.
  • Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) I think it is fine. But slightly vague.
  • Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) Yes.
  • Does the article provide adequate information for readers to achieve these targets? Not really.

Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them.

Comment: Since there is only one learning target, it is hard to know what the reader is really supposed to take away from the article. I answered "no" to the question about the specificity of the learning target because I found the learning target to be written in a very confusing way. I answered "no" the last question because I also found the article very difficult to understand.

Grammar and Mechanics Review[edit]

  • Please either paste the entire body of the article here or any sections that you feel need to be revised.
  • To do this:
    • go back to the module page for the article
    • select "edit this page"
    • highlight all the text, hit control "c" (or "copy" from the edit menu)
    • navigate back to your peer review page
    • click edit this page and paste the text into this window (use control "v" or paste from the edit menu)
    • You may want to have Wikibooks open in two windows/tabs to make this process easier.
  • Type your comments in ALL CAPITALS or in another color so the author can easily find them.


== Assessments-Learning Tools WHY DO YOU HAVE THE TITLE TWICE? ==

Author: Mary M. Hobbs[edit]


Learning Target: Readers will be able to identify the different types of assessments and the best one (VERB TENSES DON'T AGREE) to use when it comes to assessing students. I'M NOT A HUGE FAN OF HOW YOUR SIDEBARS GO ALL THE WAY ACROSS THE PAGE, THEY ARE VERY DISTRACTING.

                         Students should be involved in the process
                       of assessments when it comes to monitoring
                       their progress. ==

== What is an assessment? Wikipedia says,"an assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. DON'T FORGET YOUR CLOSING QUOTATION MARKS <

There are four types of assessments that I will identify. They are: 1) formative and summative 2) objective and subjective 3) criterion-referenced and norm-referenced, and 4) informal and formal == THESE WOULD LOOK BETTER IF THEY WERE FORMATTED IN A LIST RATHER THAN A STRAIGHT LINE. ALSO, CAN YOU CAPITALIZE EACH TERM?

WHERE IS ONE? == 2) What are formative and summative assessments? Formative assessments are used when information is used to adapt teaching and learning to meet the student's needs. Examples would be: teacher observations and classroom discussions.

  Summative assessments are assessments that are used for final exams, statewide tests (FCAT), national tests, and entrance exams (SAT & ACT).


               To learn more about formative and summative 
               assessments go to website:
               assessment/basic/basica.html- Click on How Classroom
               Assessments Improve Learning by Thomas R. Guskey. ==

== 3) What are objective assessments? Objective assessments are questions that has one correct answer. These assessments include true/false, multiple choice, and matching questions. WHY DO SOME OF THESE HAVE "==" BEFORE THEM BUT OTHERS DON'T? 4) What are subjective assessments? Subjective assessments can have more than one correct answer. These assessments are usually extended-response questions and essays. ==

== 5) What are criterion-referenced assessments? Criterion-referenced assessments are tests that measures a student's competence, such as taking a driving test.

6) What are norm-referenced assessments? Norm-referenced assessments are better known as "grading on a curve." Examples would be IQ tests and entrance exams.

7) What are formal assessments? Formal assessments are quizzes, tests, or papers. Students receive a grade on informal assessments based on their performance. ==

== 8) What are informal assessments? Informal assessments include teacher observations, rubrics, peer evaluations, self-evaluations, and discussions.

                       Rather than sorting students into
                       winners and losers, assessment for
                       learning can put all students on a
                       winning streak.
                                        Rick Stiggens ==

== Assessment Through the Student's Eyes CAN YOUR HEADINGS BE DISTINCTIVE IN SOME WAY?

    Teachers and students can learn from assessments.  Assessments give understandable information in a way they  (WHO?)  can use to improve their  (WHO?) performance, and when teachers and students improve their performance they can only enhance their learning.  THE PRONOUN USAGE IN THIS SENTENCE NEEDS WORK. 
    According to Black & Wiliam, "extensive research conducted around the world shows that by consistently applying the principles of assessment for learning, we can produce impressive gains in student achievement, especially for struggling learners." ==


== THE ASSESSMENT EXPERIENCE WHY IS THIS THE ONLY DISTINCTIVE HEADING SO FAR? The assessment experience gives a look into how a student feels when they are assessed.


                      Assessment results provide:

-continual evidence of success -continual evidence of failure

                          The student feels:

-hopeful and optimistic - hopeless -empowered to take productive action - initially panicked, giving up

                          The student thinks:

-It's all good. I'm doing fine. I - this hurts. I'm not safe here want more success. I'm confused -Feedback helps me. - Nothing I try seems to work. -Public success feels good -Public failure is embarrassing

                 The student becomes more likely to:

-seek challenges - seek what is easy -seek exciting new ideas - avoid new concepts ==

== -take initiative - avoid initiative

                        These actions lead to:

-self-enhancement - self-defeat,self-destruction -acceptance of responsibility - denial of responsibility -feeling that success is its own reward - no feeling of success -curiosity, enthusiasm - boredom, frustration, fear -resilience - yielding quickly to defeat -strong foundations for future success - failure to master

                                               prerequisites for future 

<> ==


    According to Stiggens, Arter, Chappuis, and Chappuis, there are five key dimensions of sound and productive classroom assessments.  They are:

1) Quality assessments arise from and are designed to serve the specific information needs of intended user(s). Assessments are used by teachers, administrators, and students to help them find out what kind of strategies to use.

2) Quality assessments arise from clearly articulated and appropriate achievement targets. Simply put, students need clear and specific instructions as to what is wanted from them to help them learn.

3) Quality assessments accurately reflect student achievement. No matter what kind of assessment that is used it should be one that gears toward achieving student success.

4) Quality assessments yield results that are effectively communicated to their intended users. Teachers, administrators, and students should be able to understand the results that are made. ==

5 == ) Quality assessments involve students in classroom assessment, record-keeping, and communication of result. Students are more involved and held accountable for what they learn.

      • For interactive assessment games go to website:


1) A teacher wants to adapt her teaching methods to meet her student's needs. Which assessment would she use? a) formal assessment b) formative assessment c) objective assessment d) summative assessment

2) A teacher gives a multiple choice test to her students. Which assessment is she doing? a) objective assessment b) informal assessment c) norm-referenced assessment d) subjective assessment

3) A teacher uses a rubric to grade her students written report. What assessment is she demonstrating? a) criterion-referenced assessment b) summative assessment c) informal assessment d) formal assessment

4)A teacher brings her students together to discuss a lesson on "What Makes A Good President." The class is discussing this lesson intently. What kind of assessment is taking place? a) summative assessment b) objective assessment c) formative assessment d) subjective assessment

Answers: 1) a 2) a 3)c 4) c



    Educational Assessment: Principles, Policy, and Practices, 5(1),7-74.

Stiggens, Rick. Educational Leadership, Best of. 2006-2007, p43-46, 4p

Stiggens, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004).

    Classroom assessment for student learning: Doing it right-using it 
    well, p12

    70e103b9-d ==

Msmhobbs04 (talk) 00:39, 8 June 2009 (UTC)


Msmhobbs04 (talk) 14:46, 4 June 2009 (UTC)


For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.)

  1. . None of the sources seems to be cited correctly, so I'm not sure how I'm supposed to figure out what type of source they are.
  2. .
  3. .
  4. .
  5. .
  6. .
  7. .

List the range of publication years for all sources, e.g. 1998-2006: ______ - ________

Answer the following questions about the sources used in the article:

  1. Did the author CITE at least 5 sources? Maybe. It's very hard to tell when the author is and use at least 2 scholarly sources? ______
  2. Are the citations in APA format? No
    1. Here are two examples of citations in APA format, one for a paraphrase and one for a quotation:
      1. Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007).
      2. Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34).
  3. Are all the sources listed in APA format in a Reference list labeled "References"? ______
    1. Here is an example of a reference written in APA format:
      1. Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3.
  4. Taken together do the 5 sources represent a good balance of potential references for this topic? ______
  5. Does the author consider potential bias in the sources? ______
  6. Are most of the sources current (less than 5 years old)? ______

Please make a comment about the sources. If you answered "No" to any of the questions above, please explain how the author can improve.

Comment: The way in which the author cited the sources is very confusing and makes it difficult to anser any questions about the references.

Multiple Choice Questions[edit]

  1. What does each question assess: knowledge or reasoning (application of knowledge)?
    1. Question 1 Knowledge
    2. Question 2 Knowledge
    3. Question 3 Reasoning
    4. Question 4 Reasoning

Answer the following questions about the multiple-choice questions.

  1. Are there 4 multiple-choice questions? Yes
  2. Do they each have four answer choices (A-D)? Yes
  3. Is there a single correct (not opinion-based) answer for each question? Yes
  4. Do the questions assess the learning target? No
  5. Are the questions appropriate and reasonable (not too easy and not too difficult)? Appropriate
  6. Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? Yes
  7. Are the response options listed in alphabetical order? Yes
  8. Are correct answers provided and listed BELOW all the questions? Yes

Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s.

Comment: I only answered "no" to the question concerning the learning target because the learning target is s confusing

Part 2 - Ratings

LIST and EXPLAIN your rating for each of the four criteria.

  • Importance:
    I rated this article 4 for importance because... The content of the article is good, but not extraordinary enough to warrent a 5
  • Interest:
    I rated this article 2 on interest because... The sidebars are distracting, there are no visuals, and the text that is in the sidebars doesn't always warrent that placement.
  • Credibility:
    I rated this article 3 for credibility because... The references aren't cited properly.
  • Writing skill:
    I rated this article 2 on writing because... Much of the article (including, specifically, the learning target) is writting in a very confusing way.


To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold

Wiki Article Rubric[edit]

criteria 5 4 3 2 1
How important was the information presented on this topic to you as a teacher education student?
  • Covers key ideas crucial for future teachers to know
  • Based on researched information.
  • Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education)
  • Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues.
  • Includes ideas relevant to future teachers
  • Mostly based on researched information.
  • Applicable to today’s schools
  • Provides a good general overview with relevant information and discussion of a few key ideas
  • A couple useful points; some irrelevant information
  • About half of the information is the author’s opinion.
  • Some out-dated information; may not reflect current practice
  • Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues
  • One useful point
  • A few facts but mostly the author’s opinion.
  • Most of the information is irrelevant in today’s schools.
  • Focused on unimportant subtopics OR overly general with few specifics. Important information is missing.
  • Information is not relevant to future teachers.
  • Information is entirely the author’s opinion.
  • The information is obsolete.
  • Only irrelevant details or common knowledge. Lacks any substantive information.
criteria 5 4 3 2 1
How interesting was the article to read?
  • Sidebar includes new information that was motivating to read/view
  • Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read
  • Multiple perspectives are considered and discussed
  • Mostly new information/ideas
  • Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented.
  • Points are clearly made and elaborated on with compelling examples.
  • Sidebar includes new information that enhances understanding of the topic
  • Visuals add to the article
  • At least two perspectives were presented
  • About half of the information/ideas are new
  • Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated
  • Some good points are made and explained.
  • Sidebar includes new information related to the topic.
  • Visuals are included but have minimal effect
  • One interesting or new perspective is presented
  • A couple (2-3) new ideas or pieces of information
  • Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented.
  • Points are made but may not always be adequately supported or explained.
  • Sidebar repeats what is already in the article
  • Visuals are somewhat distracting or not included
  • Only the “typical” view or one biased perspective is presented.
  • One new idea or bit of information
  • Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented
  • At least one clear point is made and supported.
  • No side bar included.
  • Visuals are offensive and completely detract from the content
  • No perspective is acknowledged.
  • Nothing new.
  • No analysis or interpretation included
  • No clear points are made or points appear pasted from other sources without any explanation.
criteria 5 4 3 2 1
How credible do you think the information is?
  • Required sources are properly cited and included in a reference list in APA format.
  • Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate.
  • Author clearly identifies his own ideas, biases and opinions
  • Required sources are included; a couple of formatting errors
  • Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others.
  • It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact.
  • Required sources are included; APA format is not used or has many errors.
  • A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable.
  • The author occasionally (1-2 times) states his own opinion as fact.
  • Only 4 sources are cited/listed in the references or only 1 scholarly source was used
  • Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such.
  • Author routinely (3-4 times) states her opinion as fact, ignores own biases.
  • Missing two or more sources OR sources used but not cited or listed.
  • All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such.
  • The entire article is biased and opinion-based without acknowledgment of this perspective.
criteria 5 4 3 2 1
How well do you think this article was written?
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4)
  • Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals
  • Captures and maintains attention throughout
  • All or almost all of the cited information is introduced, elaborated on and explained
  • Writing is organized, easy to read, and contains few to no mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points.
  • Specific and reasonable learning targets are stated; the content aligns with these goals
  • Captures attention initially and periodically throughout
  • Most of the cited information is discussed or explained.
  • The article flowed pretty well and there were just a few mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) assess key points
  • Reasonable learning targets are stated; the content relates to these goals
  • Parts of the article capture attention
  • About half of the cited information is discussed
  • A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors.
  • 4 multiple-choice questions are included.
  • Learning targets generally related to the content are stated
  • At least one part of the article is interesting
  • Information is “pasted” together with minimal explanation.
  • Organization was difficult to follow, sentences were awkward and/or there were several distracting errors.
  • Questions are missing or not multiple-choice.
  • Learning target is missing or unrelated to content or is/are not actual learning targets
  • Nothing in the article grabs the reader’s attention
  • Article is entirely “pasted” together from other sources.
  • Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content.

Part 3 - "2+2"

List TWO compliments and TWO suggestions about the article content

  • Hints:
    • Focus on the work, not the person
    • Describe "There is...", "I see.." rather than judge "You didn't..."


  1. . The colors are very calm and nice and not too distracting.
  2. . The multiple choice questions are very good.


  1. . The formatting could use some work
  2. . A visual would be nice.

You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article.