Self and Peer Assessment

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    13-Jan-2017

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<ul><li><p>AfL Self &amp; Peer AssessmentEffective marking &amp; feedbackTo provide strategies which promote and develop self and peer assessmentTo identify opportunities to introduce these strategies when planning lessons</p><p> The aim of this session is to review our understanding of AfL and the importance of using self and peer assessment within learning and teaching Strategies which will be touched upon in this session may be familiar to many of you, but the hope is that revisiting such ideas may provide you with the opportunity to reflect up on your own practice and of practice within your own department. The hope is that discussion within this session may prompt you to review the most effective ways of providing pupils with opportunities for peer and self assessment within your own practice.</p></li><li><p>Dinosaur doodles Draw a picture of a dinosaur.Think about the features which a dinosaur may have.Be as creative as you like.Your time starts now </p><p>Ask colleagues to complete task in time it takes music to play.NB click on Dinosaur doodles title for hyperlink to film</p></li><li><p>Self Assess your DinosaurUsing the marking criteria give yourself a mark out of 10Convert this to a percentageHow have you done? How could you have improved?</p></li><li><p>Dinosaur doodles</p><p>FeaturesSuccess criteriaMarksEyes2 eyes1 eye at front of head1 2TeethLarge, sharp teethA minimum of 5 teeth showing12Neck Short neckLong neck12BodyThin bodyFat rounded body12Tail Long tail2</p><p>Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p></li><li><p>Peer Assess your neighbours dinosaurUsing the Marking criteria mark your partners dinosaur out of 10Provide feedback to your partner and compare scores</p></li><li><p>Dinosaur doodles</p><p>FeaturesSuccess criteriaMarksEyes2 eyes1 eye at front of head1 2TeethLarge, sharp teethA minimum of 5 teeth showing12Neck Short neckLong neck12BodyThin bodyFat rounded body12Tail Long tail2</p><p>Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p></li><li><p>How do you feel?Self AssessmentDid you do well?Could you have done better? How?</p><p>Peer AssessmentHow did you feel when someone else marked your work and gave you feedback?Could this have been done differently?</p><p>Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p><p>Peer Assessment discuss the need for honest and open dialogue but also the need to be given clear guidelines and boundaries that all assessors work to. </p></li><li><p>Benefits of self and peer assessmentResearch shows that activating students as owners of their own learning and as instructional resources for one another has many benefits </p><p>Self-assessment improves perseverance, self-belief and achievement which all help to develop life-long learners</p><p>Peer tutoring benefits both tutor and tutee: the process of explaining entails the peer tutor in thinking about the work and presenting in new ways. The resulting clarification of the work can develop deeper understanding for both students.</p><p> Watch the DVD clip of Dylan William discussing self and peer assessment Clip 6</p></li><li><p>Reflecting on self and peer assessment Read the suggested strategies for supporting the development of self and peer assessment in class.</p><p>What could the benefits be of using these strategies in your practice?</p><p>How and when would this type of strategy be most useful for use in a lesson? </p><p>Consider how effectively each strategy could be used to support a variety of students to become more effective Self assessorsPeer assessors</p><p>Trainees discuss the questions above with regards to the strategies shared (see separate sheet as well as the clip just seen).</p></li><li><p>Reflecting on self and peer assessmentConsider how strategies could be developed and adapted to allow learners to become more reflective practitioners in your own classroom.</p><p>Highlight some of the strategies you like</p><p>Highlight some of the strategies you will try following this Inset Session</p></li><li><p>Dinosaur </p><p>Team Challenge!</p><p>See additional resources for this activity.</p></li><li><p>Build a dinosaur Team Challenge</p><p>You have 10 minutes to design and create your team dinosaur using the guidance and criteria set out.Independent EnquirerCreative ThinkerReflective LearnerTeam WorkerSelfManagerEffective ParticipatorWhen you are completing the self &amp; peer assessment you may wish to refer to the development of the PLTS &amp; strategy cards to support your thinking.</p></li><li><p>How do you feel?Group (Self) AssessmentDid you do well?Could you have done better? How?</p><p>Peer AssessmentHow did you feel when someone else marked your work and gave you feedback?Could this have been done differently?</p><p>Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p><p>Peer Assessment discuss the need for honest and open dialogue but also the need to be given clear guidelines and boundaries that all assessors work to. </p></li><li><p>Implications for using self and peer assessmentTo develop peer and self assessment teachers need to Train pupils over time to assess their work and the work of othersPlan for peer and self assessment opportunities in their lessonsSystematically explain the learning objectives, outcomes and contributing success criteria behind each taskGuide pupils to identify their next stepsFrequently and consistently encourage pupils self-reflection on their own learningPlan opportunities and time to allow pupils to do it!</p><p> It is worth discussing how such issues can be/have been overcome in school. How can existing good practice already evident in school be shared?</p></li><li><p>Summary from Working inside the black box (Black, Harrison, Lee, William 2002)The criteria for evaluating and learning achievement must be </p><p>transparent to pupils to enable them to have a clear overview.</p><p>Pupils should be taught the habits and skills of collaboration in peer assessment.</p><p>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.</p><p>Peer &amp; self assessment make unique contributions to the development of pupils learning they secure aims that cannot be achieved in any other way.</p><p> The final slide summarises the key findings from research on self and peer assessment. </p></li><li><p>Advantages for the teacherPupils use each other to discuss, prepare and assess their work. They become independent learnersFree time for the teacher to observe pupil learningRelaxing the children do the work, we manage/ overviewQuicker assessment, immediate feedbackPupils learn assessment criteria in an interesting way, so they remember it and use it automatically. This makes us more effective</p><p> The aim of this session is to review our understanding of AfL and the importance of using self and peer assessment within learning and teaching Strategies which will be touched upon in this session may be familiar to many of you, but the hope is that revisiting such ideas may provide you with the opportunity to reflect up on your own practice and of practice within your own department. The hope is that discussion within this session may prompt you to review the most effective ways of providing pupils with opportunities for peer and self assessment within your own practice.</p><p>Ask colleagues to complete task in time it takes music to play.NB click on Dinosaur doodles title for hyperlink to film</p><p>Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p><p>Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p><p>Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p><p>Peer Assessment discuss the need for honest and open dialogue but also the need to be given clear guidelines and boundaries that all assessors work to. Watch the DVD clip of Dylan William discussing self and peer assessment Clip 6</p><p>Trainees discuss the questions above with regards to the strategies shared (see separate sheet as well as the clip just seen).</p><p>See additional resources for this activity.Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed.Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success.Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.</p><p>Peer Assessment discuss the need for honest and open dialogue but also the need to be given clear guidelines and boundaries that all assessors work to. It is worth discussing how such issues can be/have been overcome in school. How can existing good practice already evident in school be shared?</p><p> The final slide summarises the key findings from research on self and peer assessment. </p></li></ul>