Allocate time after the small group activity to discuss the annotations as a whole group. This discussion activity creates opportunities not only to talk through (mis)understandings about the assessment and peer review activity, but also encourages students to reflect on what they learnt in relation to their own academic practice.
great -- annotation not as an end point, but product for further (more fruitful) discussion......
Encouraging criticality, whilst maintaining respect for the author and providing constructive feedback, is essential for developing students’ assessment literacies in a supportive environment.
Terrific!!! You may also find the idea of modeling a critical voice in this paper: Clapp, J., DeCoursey, M., Lee, S.W.S. and Li, K., 2021. “Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education. Arts and Humanities in Higher Education, 20(3), pp.295-319. https://journals.sagepub.com/doi/10.1177/1474022220915128
feedback is the core goal
feedback on a 3rd party assessment product
understandings of the syllabus via annotation
Yet many students struggle to understand assessment criteria or why assessments matter for their learning beyond the attainment of grades
In students' defense.......sometimes assessments don't matter for their learning beyond the attainment of grades (i.e. inauthentic, not aligned with course content or intended learning outcomes)
Collaborative Annotation:
Author here……I will check public annotation of this paper from time to time. Feel free to ask questions and share thoughts. The connection to formative assessment here could be viewed as a bit distant, but it is important as a model for dialogic interaction between instructors and students on course readings.
Collaborative Online Annotation
Author here......I will check public annotation of this paper from time to time. Feel free to ask questions and share thoughts.