Assessment For Learning

Using Self and Peer Assessment

Strategies

Why?‘Current thinking about learning acknowledges that learners must

ultimately be responsible for their learning since no-one else can do it for them.’

‘Thus, assessment for learning must involve pupils, so as to provide them with information about how well they are doing and guide their subsequent efforts.’

Assessment For Learning – Beyond the Black Box -Black and Wiliam 1999

‘Pupils can only achieve a learning goal if they understand that goal and can assess what they need to do to reach it.’

Sadler 1989 – quoted in Working inside the black box, Black and Wiliam 2002

What’s in it for teachers?

Provides useful information forfuture planning

Provides teacher with more assessment information

Pupils become independent learners

What’s in it for pupils?

Involved in their learning

Can identify how to improve work and then make

improvements

Able to realise own learning needs

Can act as a critical friendCan negotiate own targets

Key Requirements in developing self and peer assessment skills

• Positive climate in classroom

• Criteria that will be used to assess work must be made clear / explicit

• Standard of work needs to be clear –what makes it good?

• Skills need to be modelled by teacher first

• Pupils need to be taught collaboration skills

Clear Success Criteria• Involve pupils throughout – get them to give you the criteria

• Use SC to review learning-during lesson, at the end of a lesson, next lesson

• Use for peer assessments

• Develop use of response partners, using success criteria checks

• Involve TAs in SC

• Don’t need to be called SC!

Examples of clear Success Criteria

Y.3L.O. To be able to perform a

piece of music with others

Success Criteria• Work together, listening to

your partner• Work out the pattern of your

music• Practice it

Y.2L.O. To write instructions

Success Criteria • Make up a title for your

instructions• Make sure everything is in the

right order• Use bullet points or numbers

Y.4

L.O. To be able to use papier mache effectively

Success Criteria• Make sure that the paper

pieces are small• Cover the surface

thoroughly with paper pieces

• Paste-wet, not dripping!

Y.6

L.O. To write complex sentences

Success Criteria• Use connectives from the

list on the wall• Include a main and a sub-

ordinate clause• Vary the position of the

subordinate clause

How ?

Allow time to train pupils

Plan self and peer opportunities in lessons

Explain the LO and intended outcomes

Encourage a non-threatening approach

Model the process

Guide pupils into ‘ next steps’

Encouraging Self reflectionPoster of questionsPost itsPerformance against success criteriaPerformance against model of ‘good’ workChecking work against targets/levelsChecking against teacher answersStrategies when stuckUse of talk partners

Self -evaluating own performance/understanding

Thumbs up

Smiley faces

Traffic lights

Self checking / self marking (after teacher modelling)

What I know now – before and after

Concept maps / mind maps

KWHL grids

Sharing ideas

Strategies for Self and Peer Assessment

Modelling using real examples

Levelled work e.g. writingUsing ‘anonymous’ pupil’s work to

demonstrate ‘good’ and ‘poor’ standardsP.E, Art, Music-group performance,

Self Assessment checklists

General self assessment reviews-verbal or written

Genre based –literacy

Concepts/skills/knowledge – science

View of own performance

Peer Assessment

Need for right climate in classroom!

Need to establish rules!

Assessing others - groups1. Pupils have success criteria

2. Group performs / demonstrate learning / task

3. Pupils with criteria carry out assessment and feed back to group – based on success criteria

Start with - music, PE but can be used in any subject

Talk partners / Buddies / Response partners etc!

Start with paired talk –FS/ KS1Teacher model use of response partners2 stars and a wish / Pink flowers and

green growing shoots ideaSuccess and improvement model-teacher

firstSelf /peer checkingSelf / peer marking using S and I model

ResourcesBooks

Shirley Clarke – Unlocking Formative Assessment

- Enriching feedback in the primary classroom

- Formative Assessment in the Secondary Classroom

DTH Library-assessment shelf AAIA booklets

KS3 strategy – section on Self/Peer assessment

Video / DVD clips – KS3- ICT lesson on self/peer assessment / music lesson for criteria based lesson

QCA DVD –school assessment