1. Peer Assessment Slides Use the following slides to provide a platform for ‘assessment for learning’ in your classroom. This PowerPoint has was produced by TES Contributor Mr Mac - http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6158888 http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6158888

2. Peer Assessment Slides Use these slides at the end of a learning activity to help your students assess their own and others work during the lesson. These will help provide a platform for students to provide feedback on each others work. Some of the slides may need adapting to perfectly suit your lesson, so make sure you check carefully before showing to your class.

3. In order for students to give effective feedback make sure: They fully understand learning objectives of the lesson and can easily make links between learning activities and outcomes. They have secured enough subject knowledge in order to comment on own/others work. There are examples of feedback readily available e.g. word walls, examples on board, teacher models good examples, exemplar work etc. Students can work collaboratively and have clear routines/boundaries for peer assessment in your lesson. Students need training in group work. Encourage students to give goal orientated feedback rather than ego orientated feedback. Students need training in being able to give effective feedback. Goal = focuses upon improving learning e.g. “in order to improve…..” Ego = focuses upon raising self esteem e.g. “you tried really hard today”, “your work is much better than last lesson”

4. Peer Assessment - benefits Social learning becomes more effective It is an important tool for generating discussion around self reflection. Effective meta- cognitive approach to learning Students are able to perform in different roles Students gain ownership of their learning Increases the learner’s focus on the learning aims/criteria. Students are more motivated to learn. The emotional relationship between teacher and student is untouched.

5. 2 Know is 2 Learn In pairs write down the following: Two things you have learnt from the teacher. Two things you have learnt with your partner. Two things you would like to know more about. Two things you have learnt about yourself. Two things you have learnt about your partner.

6. Opposite Opinions Partners are to take opposite ends of an argument. e.g. ones student could look at positives whilst the other could look at negatives. 1. Partners spend 2/3 minutes writing opinions. 2. Partner A articulates his/her opinions whilst partner B listens. Rotate roles. 3. Come together and summarise both sides of the debate and come to an agreement. 4. Assess the strengths and weaknesses of your opinions together.

7. Quiz your Partner 1. Read through the learning material and create three questions to ask your partner. Leave a space to answer. 2. Answer your partner’s questions. 3. Read though the answers and assess their knowledge. 4. Give your partner feedback. What was correct and help your partner to realise any gaps in their knowledge.

8. Two Stars and a Wish Observe/Look through your partner’s work. Describe two areas of their work that were good (stars). Describe an area that needs to be improved (wish)

9. Praise Sandwich Look through your partner’s work. Describe two areas of their work that were good (Bun). Describe an area that needs to be improved (Burger)

10. Lights, Camera, Action Look through your partner’s work and complete the following feedback questions. Read through the work and highlight what was good and what needs to improve. Show your partner what was good and what needs to be improved by setting targets. Act upon these targets and improve your work.

11. True or False With a partner devise five questions to test another pairs knowledge. Remember your questions must be answered with only true or false. Assess the other pairs answers. If any are incorrect help them to find the correct answer.

12. Checklist Checker Instructions With your partner/small group create a checklist to assess their work. Include different comments about what a good piece of work should contain. Once you have done this swap your work and begin to assess. After marking the work give feedback about strengths and areas to improve. Example Checklist Categories Presentation Capital letters used correctly Titles Underlined Writing is neat and tidy. Knowledge Identify types of polygons Included definitions of polygons Application Examples of polygons in everyday life described.

13. You write the manual With a partner write a short instruction manual about the learning covered in today’s lesson. Swap you manual with another pair. With your partner highlight areas that are: - Correct. - Incorrect. - Missing Give the feedback to the other pair and make any amendments that are needed to your own.

14. Be Careful What you Say With a partner create 10 questions about the lesson that will test another pairs knowledge. Once two pairs have done this they must sit together and play with the following rules. 1.When answering questions you may not use the words “yes” or “no”. 2.Take turns with your partner to ask questions to the other team. 3.Every question the other teams answer correctly they gain 1 pt. 4.If they answer incorrectly or say “yes” or “no” they lose a point and must then begin to ask the questions. 5.The first team to reach 10 points is the winner.

15. You’re the Teacher Choose one aspect of your learning and teach it to your partner. Remember to include all of the key learning points Give your partner tips on how to remember e.g. acronyms, poems, alliteration. Ask them a question and guide them to the answer without revealing too much information. Extension After your partner has taught you the mini lesson, you must assess the quality of their teaching. Use the following criteria to assess: CommunicationHelpfulnessKnowledgeQuestioning Score out of five for each category.

16. Comment Time Once you have completed your work hand it to another group. Work in a small group to make comments about strengths and areas to improve. Compare the work you are marking to other student’s work. Using the different pieces of work create a checklist of what makes a perfect example of work.

17. Target Time What areas do you feel you developed in today’s lesson? What areas do you feel you need to improve? Set yourself two targets that will help you improve: 1. 2.

18. Peer Evaluation Read through your partner’s work and complete the following: 1.What did he/she learn best? 2.What areas can he/she develop? 3. What can he/she do in order to improve? Look through the targets your partner has set. Are there any similarities or differences? Do you agree or are the other areas you feel need developing?

19. Swap books with a partner. Give them: Two ticks if it is correct One tick if some is correct but it could be improved Take your work back and look at your feedback and thinks about how to improve. Add your own feedback comments. Swap books again and see if your partner has improved. Write comments about the changes to the work. Marking Time!

20. Examiner! Write a mini-exam based on your learning. When you have written the questions write a mark scheme (use the text book/your notes to help). Swap and answer other student’s questions. When you receive your exam paper back, mark it and give feedback about their answers.

21. Traffic Lights Reflection Have you met the learning outcomes for this lesson? Green – I have met all of the learning outcomes and I am confident I can explain my learning accurately. Amber– I have most of the learning outcomes and I can explain some of the learning. I need to focus upon improving some gaps in my knowledge. Red– I have met some or little of the learning outcomes. I can explain small sections of the lesson but I need to spend more time understanding the learning.

22. Traffic Lights Reflection Assess your performance in today’s lesson. Green = excellent Amber = Good Red = Needs Improvement Behaviour Attitude Learning Working Independently Working with others Answering Questions Presentation Following Instructions