1. 11 October 2011
The Thin End of the Wedge
Peer Assessment in the Bricklaying Workshop
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2. This Project is about

Changing the way assessment happens in the bricklaying workshop 3. Developing students self-efficacy 4. Creating new opportunities for learning 5. Provide scaffolding for learning

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6. Background

17 week Brick and Block laying course 7. Most doing full year, with tiling and paving 8. All male, aged 16 26 years old 9. Range of cultures Maori, Samoan, Fijian, Pakeha, Lebanese 10. Safe learning environment

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11. What is the Wedge?
It is a measuring tool to see how far out of true the building work being assessed is.
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12. New approach to assessment: The wedge holds the power
Students were asked to assess walls built by their peers
Extra practices using spirit level
Pre teaching
Highlights danger areas in project
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13. Comparing the Old and New Paradigms of Assessment
OLD
Teacher centered
Power with the teacher
Held wedge
Made judgments
Recorded rubric
Teacher had the power to inspire or demotivate the student
NEW

Student focused 14. Power with the students 15. Additional learning opportunities 16. Students took control of the learning process evaluation, reflection, and feedback 17. Students are pre teaching themselves 18. Students collaborate to inspire each other and improve their bricklaying

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19. Student assessing using the wedge
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20. Theoretical perspective

Social Theory Learning, Development of self-efficacy (Bandura, 1977) 21. Scaffolding, Zone of Proximal Development and learning from a more knowledgeable other(Vygotsky, 1978) 22. Choice Theory Belonging, Power, Freedom and Fun (Glasser, 1998)

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23. Conclusion
Implications for change to our teaching
To include more peer assessment in future courses
Implications for further research
See what impact it has next year on different groups of students
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24. 11 October 2011
The Thin End of the Wedge
Peer assessment in the bricklaying class
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