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 for future 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 friend Can 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 L.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 L.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

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! 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 reflection Poster of questions Post its Performance against success criteria Performance against model of ‘good’ work Checking work against targets/levels Checking against teacher answers Strategies when stuck Use 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. writing Using ‘anonymous’ pupil’s work to demonstrate ‘good’ and ‘poor’ standards P.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 - groups 1.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

Talk partners / Buddies / Response partners etc! Start with paired talk – Teacher model use of response partners Success and improvement model-teacher first Self /peer checking Self / peer marking using S and I model