Self and Peer assessment 2011 Seminar Schools

Review: Key points What have you put in place Shingai to share Plan for next steps Link to leadership Observation

Capability 3 Students use self and peer assessment to independently assess their own and other students’ progress and achievement. Capability 5 Self or peer assessment is a routine step in the learning process and leads to students reflecting at a deeper level about their learning.

Why ‘ Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self- reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self assessment. ’ Assessment Reform Group, 2002

Strongly linked to intrinsic studentmotivation. It is a learner ’ s act of observing, analysing and judging theirown performance on the basis ofcriteria and determining how toimprove. Motivation – root word motive –something that causes a person toact. NZC – multiply opportunities to learn

Pupil benefits Allows students to give an immediate response to their learning - have a voice Focuses on thinking about the learning Encourages them to think ‘ beyond ’ to the next step To begin to see difficulty as part of the learning process

Making mistakes, struggling to understand and asking for help are all seen as signs of the learning process and pupils are praised for showing that they are learning. “It’s OK, that’s how you learn” “When you find something challenging. It is an opportunity to learn something new.” “So nobody found it difficult? So it was a waste of time – you know it all!”

Teacher benefits Gives an immediate indication of students ’ understandings and feelings Teacher is able to tailor support and amend plans Gains an overview of the learning Begins to develop a classroom climate where students feel safe to make judgments about their learning

Use the quote to help you. ‘Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals or standards; and revise accordingly. The authors argue that self assessment must be a formative type of assessment, done on drafts of works in progress: It should not be a matter of determining one’s own grade. As such, the purpose of self assessment is to identify areas of strength and weakness in one’s work in order to make improvements and promote learning. Criteria-referenced self assessment has been shown to promote achievement (Andrade & Valtcheva, 2009).

Some quick on the spot ways to self and peer assessment Thumbs Traffic lights Smiley faces Rabbit ears Buddy sharing Highlighting/circling/colour coding Pink for tickled pink, green for grow

Observations Observation sheet Watch a video clip Fill in the observation sheet What has the teacher done prior to thisaround self and peer assessment Where to next for the students and theteacher

In Conclusion Not a recipe Not an extra Should make teaching and learning easier and more effective Starts at the planning stage