{Peer Feedback ~ calm before the storm?}


This weeks’ task involved giving and receiving peer feedback. McMillan (2011) suggests that assessment without the use of instructional changes is not formative. Peer assessment was challenging however I tried my best to provide praise and formative instruction.

The peer feedback I received included instructional suggestions such as centering and enlarging images and items I had documented to workshop, such as referencing; as I was still investigating how to hang text, and a small spelling error I knew existed within my Inforgraphic header. I took my peers advise and made the suggested changes and have now mastered hanging text. Go me!

Majority of the feedback received was praise, which was wonderfully fulfilling knowing that my peers acknowledged my efforts and were inspired by my blog, as I had spent endless hours learning how to implement out of the box ideas. I appreciated the time and effort my peers took to assess and inform me of these suggested changes, as I know it was not an easy task.

Overall, this process has confirmed that by actively participating in the digital age, I am able to improve my digital fluency through exploration, experimentation and collaboration for life-long learning. From the first blog post to the last, I have uncovered the importance of  teachers being digitally aware citizens in a digitally expectant society, to empower students.

Press below links for peer marking:

Feedback from Petrea Drew

Feedback from Helen Elliot

Click on the pinterest board below for additional resources regarding dealing with collegues:



Freedigitalphotos.net. (2014). Give feedback [Image]. http://www.freedigitalphotos.net/images/search.php?search=feedback&cat=


McMillan, J.H. (2011). Classroom assessment: principles and practice for effective standards-based instruction (5th ed.). Boston, MA: Pearson.


tes Resources. (16 May 2014). Dealing with collegues. Pinterest. Retrieved from http://www.pinterest.com/tesResources/dealing-with-colleagues/


{Digital Information ~ Pinterest; an addictive interest}

This weeks’ topic explored digital information and Pinterest; an exciting and slightly addictive visual tool for collecting and pinning digital information that is of interest. Pinterest (2014) describes itself as an inspiration bank and users would agree. There is a lot to benefit from using Pinterest beyond the personal aspects. For example, it was found from a search of Digital Technology that users are able to locate potential pins globally for various applications, activities, technology tips, resources for technology integration within the classroom, devices and global technology trends.

The most significant aspect of Pinterest is that most pins are visually engaging, exciting and inspiring as they come in various forms. For example, pins can be videos, infographics, photos, word clouds and many more visually interesting options. Teachers and students who struggle with generating original ideas may find inspiration from Teachers on Pinterest. Pinterest also has the capability of sharing pins to social network sites, such as Facebook and Twitter, as well as sharing to email. For example, teachers and students can share pins to a class Facebook page, a class Twitter, or email. Pinterest’s comment option is also worth considering as it could promote teacher/student communication for assessment practices. Therefore, a teacher may utilise many of the basic features of Pinterest professionally within the classroom.

Visit my profile on Pinterest.



Osman, Joanna. (16 May 2014). “Jo Osman (joosman).” Retrieved from http://www.pinterest.com/joosman/


Pinterest. (2014). Retrieved from http://www.pinterest.com/


Teachers on Pinterest. (n.d.). Teachers on Pinterest. Retrieved from http://www.pinterest.com/teachers/