USING PEERASSESSMENTENCOURAGING STUDENTS TO BECOME LEARNING ORIENTATED.

WHAT’S SO GOOD ABOUT IT?

• Encourages students to become self-motivated and independent learners.

• Students are less reliant on waiting for the teacher’s judgement – they can work collaboratively with other students to make improvements.

• Students are involved in the learning process.

DOES THIS LOOK FAMILIAR?

Your planning is structured well.

What does ‘structured well’ involve?

You have good ideas but your answer could be longer.

What are the good ideas? How do they meet the success criteria? What bit needs to be longer and why? How will that improve the response?

You have asked effective questions in your research project.

What are the criteria for ‘effective questions’?

You have used key words in your answer.

But are they used accurately? Has the student shown they understand them?

WORKING TOWARDS SUCCESSFUL PEER ASSESSMENT:

• The criteria for evaluating and learning achievement must be transparent to pupils to enable them to have a clear overview.

• Pupils should be taught the habits and skills of collaboration in peer assessment.

• Pupils should be encouraged to keep in mind the aims of their work and to assess their own progress to meet these aims as they proceed.

• Peer (and self) assessment make unique contributions to the development of pupils’ learning – they secure aims that cannot be achieved in any other way.

(Black, Harrison, Lee, William – 2002)

TEACHING PEER ASSESSMENT SKILLS• We can’t expect students to be instant

experts in giving feedback.

• They must first be encouraged and trained.

• What tips would students find helpful?

For example: Ensure your feedback links back to the success criteria.

PEER-ASSESSMENT (OR SUCCESS CHECKS)

• In your subject areas come up with five tips you could share with the students to help make student peer-assessment comments more useful to their peers.

• We would like you to come up with:

a) Three tips which could be used across the school.

b) Two tips which are subject specific.

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