Using peer and self-assessment to develop modelling skills with students aged 11 to 16: A socio-constructive view

Abstract

ABSTRACT. Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constmctivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.

Mark my words: Self and peer assessment as an aid to learning

“…The enhancement of learning and the development of the assessment skills were significantly improved. 'Participation in peer and self-assessment involves the student in a recursive, selfreferential learning process which supports the explicit development of metacognitive skills' (Tanner and Jones 1994). Unequivocably, industrialists and graduates value these skills highly (e.g.…”

Technology-enhanced pre-instructional peer assessment: Exploring students’ perceptions in a Statistical Methods course

“…Mathematics education researchers have shown substantial evidence of technologyenhanced peer assessment's benefits on the students' learning (Chen & Tsai, 2009;Peter, 2012;Willey & Gardner, 2010). Specifically, Tanner and Jones (1994) posit that peer assessment helps the students to perform reflection through reviewing the works of others and recalling their own works.…”

Developing an ICT capability for learning

“…This is a weak strategy for solving problems, however, and, without a reflective stage, it is likely that little will have been learned either in ICT or in the context in which it is applied. The development of metacognitive knowledge and skills are essential to the application of cognitive knowledge and skills in a setting different from that in which they were developed, and discussion of a problem-solving strategy is important in fostering metacognition (Tanner and Jones 1994). There is some evidence that such talk occurs at home (Monteith 1998), but unfortunately schools often require too little planning, monitoring, decision making and evaluation of work from pupils (Kennewell, et al 2000).…”