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Assessment for Learning - Peer and Self Assessment Strategies - Teacher Notes

Assessment for Learning - Peer and Self Assessment Strategies - Teacher Notes



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Published by Alan Forster

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Published by: Alan Forster on Aug 10, 2008
Copyright:Public Domain


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Peer and Self assessment strategies – a start!
This gives a starting point for cataloguing strategies which promote peer and self assessment. Please feel free to add and select! NB. Tasks listed under ‘Self-evaluation’ are usually done as an individual task; however, many can be done with a partner and/or in a group. Several taskscould fit under more than one heading …feel free to move them around! 
 A: Personal reflection
StrategyKey Benefit(s)Notes + Example of how and where it could be used in alesson
1Reflection / Self assessment –generic prompt questions
This helps the studentto focus on specific aspects of learning and means that theydon’t miss anything out
This provides thestudent with a scaffold to guidetheir reflections
After a key summative assessment point, students are given aself assessment prompt sheet to reflect on their performance and toidentify areas of strength and weakness, They could also be asked tohighlight topic areas with which they struggle2Reflection time
This forces students tothink about their learning andtheir progress. Review andreflection are essential for authentic learning and need tobe planned for 
In the middle of an Art project, students reflect on their ownwork against the stated learning outcome and revise their plans. Theyalso have the opportunity to ask for support.4Reflection pre and post taskThis allows for students todemonstrate prior learning andit enables them to create abaseline from which they canmeasure progress
At the start of a unit of work on Oppenheimer, students makea note of anything and everything they know about Oppenheimer.They review their notes at the end of the unit of work and check to seehow accurate they were and what they’ve learned in the meantime
MG Simpson / JE Lovely – Updated: April, 2005 - Page 1
StrategyKey Benefit(s)Notes + Example of how and where it could be used in alesson
This is a quick visualprompt and way of a studentreflecting on where they are atthe start and end of a learningepisode
At the start of a unit of work, students reflect on their level of ability:SubtractionCan’t do 1-2-3-4-5-6-7-8-9-10 can doExcellent for measuring success and raising self esteem …also, buildsin accountability for progression
B: Quick non-verbal reflection
StrategyKey Benefit(s)Notes + Example of how and where it could be used in alesson
1Teacher asks students for theilevel of confidence
Students can identifyproductive areas on which to focustheir efforts and develop mastery of particular concepts and skills
Students respond by standing / sitting / sitting on the floor depending on their level of confidence with a task2Thumbs up / Hands up
This is a very quick diagnosticfor the teacher to assess levels of confidence – if the teacher wants toprotect the students, they can maketheir indications with their eyesclosed, so it is only the teacher whosees the judgement
At the end of the lesson, a PE teacher conducts a plenaryreview of the main objectives of the lesson with students indicatingwith thumbs up/down or hands wavering in the middle as to whether they believe they met the objectives …they then discuss one thingthey could do next time to improve with a partner on the way back tothe changing rooms …telling the teacher as they leave for their nextlesson3Traffic light cards
Another quick visualdiagnostic for the teacher …and alsoa means by which students can voicean opinion as to their level of understanding
At the start of a Science lesson, students are asked a keyquestion and they respond to the question by raisingred/amber/green cards as to whether they could answer the questionwith confidence. Throughout the lesson, the students leave the cardon their table, changing the card as the lesson progresses (turningthe red card face up if they don’t understand something at all …and
MG Simpson / JE Lovely – Updated: April, 2005 - Page 2
StrategyKey Benefit(s)Notes + Example of how and where it could be used in alesson
turning the green card over when they feel confident enough toanswer the question. The task is repeated at the end of the lesson.
C: Creating own assessments and marking 
StrategyKey Benefit(s)Notes + Example of how and where it could be used in alesson
1Use examples of work fromanonymous students andask their peers to suggestways of improving the workand how they would meetthe learning outcomes
Students see what success lookslike and explicitly identify the features thatmake for a good piece of work
Helps moderate sharedunderstanding of standards
Sets benchmarks for target setting
Students are give some solutions to a problem and askedto evaluate the efficiency of the strategies chosen, to identifyerrors and make suggestions for improvement
Students are given some background and results from aparticular scientific enquiry and a set of results. Before writing their conclusion of the enquiry, pupils are shown examples written byother pupils and discuss which is the better conclusion and why
The teacher uses a piece of work that is not perfect but isabout the standard that the pupils might achieve. Pupils work ingroups, using the criteria to agree the level2Students evaluate their ownanswers
This enables students to reflectobjectively on their work – it is mosteffective when there is a time-lag betweenthe completion of the work and the reflectionpoint. This is also more effective if thestudent uses assessment criteria as achecklist
Before handing in a piece of persuasive writing, studentsreview their own work and suggest the grade they believe theyshould receive for the work and they identify the evidence to backup their judgement3Students developassessment criteria
This helps students to get into thewhole assessment process – it focusesthem on the process of knowing whatinformation/skill needs to be assessed andthen devising the means to assess it
Students in Music are asked to create an assessment taskfor their colleagues who will demonstrate that they can compose12-bar blues. They have to identify the assessment criteria …andin so doing, have to identify the essential ingredients for themselves4Ask students to write theiown questions on a topic to
Helps students distinguish betweenlearning objectives and learning outcomes
At the end of a topic of work, students generate their ownend of topic ‘test’, with mark schemes using the expected
MG Simpson / JE Lovely – Updated: April, 2005 - Page 3

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