In this article, a high school English teacher shares how her approach to student feedback has changed through her teaching career. She describes how she turned formative assessment into a shared responsibility by using self and peer feedback in her classroom. She outlines the work she did to better understand feedback literacy and the metacognitive skills her students needed in order to seek and understand feedback so they could improve their writing.
This article is a must-read for any teacher interested in beginning peer review in their classroom.
Source Organization: EdSurge