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Peer- Evaluation

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					              Ms. Cote
              English 11
                                                                    Peer-Evaluation

              What is a peer-evaluation?
                     An evaluation in which you will use specific criteria to assess the work of your peers.

              Teacher Notes:
                      Students will be informed that the above information is the description of a peer-
              evaluation. The “specific criteria,” mentioned in the description, are the standards that students
              will use to evaluate the work of other students. The standards, in this case, will be presented in
              the form of a rubric (See Peer-Evaluation Rubric).

              Below are the specific criteria, and questions, that you will be using to evaluate your peers’
              essays:

                                                              Peer-Evaluation Rubric




CATEGORY        4 - Exceeds Standards              3 - Meets Standards                 2 - Approaching Standards              1 - Below Standards        Score
Introduction    The student uses a hook that       The student uses a hook that        The student uses a hook that fails     The student does not use
                grabs the attention of others      grabs the attention of others       to grab the attention of others.       a hook. The student
                and piques their interest in the   but fails to pique their interest   The student introduces the             does not introduce the
                controversial issue. The           in the controversial issue. The     controversial issue but does not       controversial issue or
                student introduces the issue       student introduces the issue        state his/her position on the issue.   state any kind of
                and, in a very clear and           and states his/her position on      The student briefly summarizes         position on the issue.
                understandable way, states         the issue. However, his/her         less than 3 pieces of supporting       The student does not
                his/her position on the issue.     position on the issue is vague      evidence.                              summarize his/her
                The student briefly                or difficult to understand. The                                            supporting evidence.
                summarizes 3 or more pieces        student briefly summarizes
                of supporting evidence.            only 3 pieces of supporting
                                                   evidence.
Body            The student uses 3 or more         The student uses only 3 pieces      The student uses less than 3           The student does not use
                pieces of supporting evidence      of supporting evidence to           pieces of supporting evidence to       any supporting evidence
                to justify his/her position on     justify his/her position on the     justify his/her position on the        to justify his/her
                the controversial issue. Each      controversial issue. Each           controversial issue. Each piece of     position on the
                piece of evidence is briefly       piece of evidence is briefly        evidence is briefly introduced, but    controversial issue.
                introduced, and how it justifies   introduced, and how it              how it justifies the student's
                the student's position, is         justifies the student's position,   position is not fully explained.
                explained in great detail. The     is explained. The evidence is       The evidence is not arranged in
                evidence is arranged by order      arranged by order of                any particular order.
                of importance (least important     importance (least important to
                to most important).                most important), but the
                                                   arrangement may not be
                                                   appropriate.
Transitions     The student uses well-worded       The student uses brief phrases      The student uses brief phrases to      The student does not use
                phrases to shift seamlessly        to shift between his/her            shift between his/her explanations     any phrases to shift
                between his/her explanations       explanations of the supporting      of the supporting evidence for         between his/her
                of the supporting evidence for     evidence for his/her position       his/her position on the                explanations of the
                his/her position on the            on the controversial issue.         controversial issue. However, the      supporting evidence for
                controversial issue.                                                   phrases do not appear to create        his/her position on the
                                                                                       any real connections between the       controversial issue.
                                                                                       pieces of evidence.
Conclusion     The student restates his/her        The student restates his/her    The student repeats, word for         The student's argument
               position on the controversial       position on the controversial   word, the position on the             does not have a
               issue and briefly summarizes        issue and briefly summarizes    controversial issue that he/she has   conclusion; it just ends.
               the supporting evidence. The        the supporting evidence.        in the introduction.
               author closes with a final
               thought that encourages others
               to further consider the student's
               position.


             Teacher Notes:
                     Students will use the Peer-Evaluation Rubric above to evaluate peers’ essays, which will
             be read aloud. As a presenter reads his/her essay, students will take note of how the presenter
             has addressed the evaluation criteria in the essay. After the presenter is done reading the essay,
             the students will use numbers in the “Score” column of the rubric to indicate whether or not the
             presenter’s essay exceeded (4), met (3), approached (2) or was below (1) the standards
             described in the criteria categories of the rubric.

             Peer-Evaluation Questions:

                1. Was the essay clearly organized? Why or why not?

                Teacher Notes:
                    Students will use the evaluation criteria on the rubric to help them answer this question.
                The essay was clearly organized if it had an introduction that laid the foundation for the
                presenter’s argument; several body paragraphs that flowed and contained supporting
                evidence that built on the presenter’s argument; and a conclusion that neatly wrapped up the
                presenter’s argument.

                2. Was the essay well-developed? Why or why not?

                Teacher Notes:
                    Students will use the evaluation criteria on the rubric to help them answer this question.
                The essay was well-developed if the introduction grabbed the students’ attention while firmly
                establishing the presenter’s argument; the body paragraphs described the supporting
                evidence, in-depth, and how it justified the presenter’s argument; and the conclusion
                summarizes the argument and encourages the students to further consider the presenter’s
                argument.

                3. Was the overall argument, presented in the essay, valid and effective? Why or why not?

                Teacher Notes:
                    Students can use their responses to 1. and 2. to help them answer this question. The
                essay presented a valid argument if it thoroughly justified its thesis statement (position)
                through the development of its supporting evidence. The essay presented an effective
                argument if its supporting evidence was organized in a way that dramatically, and
                convincingly, led up to the conclusion of the argument.

                4. How might you improve upon the argument presented in this essay?
   Teacher Notes:
      Students will describe what they would change about the essay’s organization and
   development in order to make the argument, presented in the essay, more valid and effective.

What are the rules for conducting a peer-evaluation?
  Responses to evaluation questions should be:
       Longer than a sentence

       Teacher Notes:
               Students’ should use specific criteria from the Peer-Evaluation Rubric to explain
       their answers to the Peer-Evaluation Questions. Each answer should be at least three or
       four sentences long.

          Worded in a positive way

       Teacher Notes:
              Students should answer the questions with phrases such as “This part of the essay
       would have worked better if…” or “The essay should have included…” as opposed to
       phrases such as “This essay sucked” or “This essay was really bad.” In this way,
       students generate comments that sound genuinely constructive.

          Not be affected by personal biases

       Teacher Notes:
               Students should not base their evaluations of their peers’ essays on whether or
       not they like their peers or on whether or not they share their peers’ positions on a
       particular topic. The purpose of a peer-evaluation is to objectively assess another
       student’s work; not to cut that student down for who they are or what they believe.
               Direct questioning will be utilized to determine whether or not students
       comprehend the peer-evaluation process. Below is a list of questions to be asked at the
       conclusion of the lecture:
               How can you ensure that your essay is clearly organized?
               How can you ensure that your essay is well-developed?
               What could you do to increase your argument’s validity?
               What could you do to increase your argument’s effectiveness?

Assignment:
Part 1 (In-class)- You will conduct an evaluation session, over a student sample essay, with the
other members of your group (who were assigned the same school-oriented, controversial issue
as you). During the small-group, evaluation session, record at least three other students’
comments, about the student-sample essay, that you particularly agreed with or disagreed with
on your “Drafts” page. You should also explain why you agreed or didn’t agree with the
comments that you chose to record. In addition, use the criteria provided in the Peer-Evaluation
Rubric to make comments about the student-sample essay during the evaluation session, so that
other students have the opportunity to consider your opinion on the validity and effectiveness of
the essay.
Part 2 (Due In-class)- After you have conducted the small-group, evaluation session, over the
student sample essay, make a new page on your wiki entitled “Peer-Evaluation Practice” and list
the page on the navigation bar of your wiki. Then go to the home page of the class wiki. Upload
a Microsoft Word file entitled “Peer Evaluation” from the home page. The “Peer-Evaluation”
file will contain the same Peer-Evaluation Rubric and Peer-Evaluation Questions that appear on
this hand-out. Open the “Peer-Evaluation” file in Microsoft Word and fill-out the Peer-
Evaluation Rubric and Peer-Evaluation Questions for the student sample essay. When you have
finished filling out your peer-evaluation for the student sample essay, click “File” at the top of
the screen and select “Save As.” Rename the file “Peer-Evaluation Practice.” Once the “Peer-
Evaluation Practice” file has been saved, upload it onto your “Peer-Evaluation Practice” page
and insert the file into the space provided. I will provide you with feedback, regarding your
peer-evaluation practice, so that you can hone your peer-evaluation skills for use in the
upcoming student presentations. The feedback will be based on the following criteria, which
will also be used to evaluate the peer-evaluations for the student presentations:

Peer-Evaluation Check-list:
       ______ Each criteria category on the rubric has been scored.
       ______ Responses to questions reflect the rubric standards.
       ______ Responses to questions are thoroughly explained.
       ______ Responses to questions are constructive.
       ______ Responses to questions are non-biased.
       ______ Correct spelling and grammar.

Part 3 (Due Jan 23)- On your “Drafts” page, use your newly acquired knowledge of the peer-
evaluation process to help you revise the second draft of your essay into a final draft. When you
make a revision to the second draft of your essay, based on your peer-evaluation knowledge, post
a comment about what you revised and why in the section labeled “Optional: a note about this
edit for the page history log.” The comments that you make, on your revisions, will appear on
the history section of your “Drafts” page.

Teacher Notes:
         Students will be instructed to complete the above assignment. In Part 3, students should
try to include terms, from the criteria on the Peer-Evaluation Rubric, in the comments regarding
the further revisions that make to the second drafts of their essays. These revisions should be
completely separate from the revisions that students make based on feedback from their peers
and me.

				
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