Hi Zac, Wok and Snicc0,
Like Wok, I also designed a similar activity where the students had to;
a) complete a matching activity (as in match the definition to the word)
b) apply this new knowledge to their own in-class practice response and then to two peers’ responses.
c) we only applied one criterion at a time so as not to overwhelm and to fully immerse themselves in the language and evidence.
d) students wrote on copies of an ISMG and provided results and feedback to their peers as to where they could see evidence and where their peer could enhance their work.
At the conclusion of these lessons, I asked for feedback about how I could ‘teach’ that better. All good, however a key take away was that they would have liked to have unpacked the ISMG’s earlier.
As you can imagine this took a series of lessons, however, the time invested ensured that when I returned their FIA1, conversations were positive and based around how they could improve their work, rather than explaining why they received the grade. I agree wholeheartedly with Wok, students need to be engaging with the ISMG’s now to avoid any ‘surprises’ next year.