Self and Peer Assessment Bookmark
2
AfL – Self & Peer AfL – Self & Peer AfL – Self & Peer AfL – Self & Peer Effective classroom assessment is about three things … - Gathering evidence about pupils’ learning & progress on an on-going basis. - Interpreting that evidence to demine whether or how they are learning. - Adapting your teaching in light of that evidence. Strategies to set expectations before pupils undertake self or peer assessment. - Learning objectives (learning gains against which pupils can measure progress) - Checklists (Make explicit expectations before pupils begin – key features of ‘What a good one looks like’). Effective classroom assessment is about three things … - Gathering evidence about pupils’ learning & progress on an on-going basis. - Interpreting that evidence to demine whether or how they are learning. - Adapting your teaching in light of that evidence. Strategies to set expectations before pupils undertake self or peer assessment. - Learning objectives (learning gains against which pupils can measure progress) - Checklists (Make explicit expectations before pupils begin – key features of ‘What a good one looks like’). Effective classroom assessment is about three things … - Gathering evidence about pupils’ learning & progress on an on-going basis. - Interpreting that evidence to demine whether or how they are learning. - Adapting your teaching in light of that evidence. Strategies to set expectations before pupils undertake self or peer assessment. - Learning objectives (learning gains against which pupils can measure progress) - Checklists (Make explicit expectations before pupils begin – key features of ‘What a good one looks like’). Effective classroom assessment is about three things … - Gathering evidence about pupils’ learning & progress on an on-going basis. - Interpreting that evidence to demine whether or how they are learning. - Adapting your teaching in light of that evidence. Strategies to set expectations before pupils undertake self or peer assessment. - Learning objectives (learning gains against which pupils can measure progress) - Checklists (Make explicit expectations before pupils begin – key features of ‘What a good one looks like’).
Transcript of Self and Peer Assessment Bookmark
AfL – Self & Peer
Assessment
AfL – Self & Peer
Assessment
AfL – Self & Peer
Assessment
AfL – Self & Peer
AssessmentEffective classroom assessment is about
three things …- Gathering evidence
about pupils’ learning & progress
on an on-going basis.- Interpreting that
evidence to demine whether or how they
are learning.- Adapting your
teaching in light of that evidence.
Strategies to set expectations before pupils undertake self or peer assessment.- Learning objectives (learning gains against
which pupils can measure progress)- Checklists (Make explicit expectations before pupils begin –
key features of ‘What a good one looks like’).
- Modeling good practice & annotation of work (to show how
well the success criteria were met).
Strategies to train pupils as assessorsAchieved! Now you
need to ..!Modeling
Ranking & explanation
Effective classroom assessment is about
three things …- Gathering evidence
about pupils’ learning & progress
on an on-going basis.- Interpreting that
evidence to demine whether or how they
are learning.- Adapting your
teaching in light of that evidence.
Strategies to set expectations before pupils undertake self or peer assessment.- Learning objectives (learning gains against
which pupils can measure progress)- Checklists (Make explicit expectations before pupils begin –
key features of ‘What a good one looks like’).
- Modeling good practice & annotation of work (to show how
well the success criteria were met).
Strategies to train pupils as assessorsAchieved! Now you
need to ..!Modeling
Ranking & explanation
Effective classroom assessment is about
three things …- Gathering evidence
about pupils’ learning & progress
on an on-going basis.- Interpreting that
evidence to demine whether or how they
are learning.- Adapting your
teaching in light of that evidence.
Strategies to set expectations before pupils undertake self or peer assessment.- Learning objectives (learning gains against
which pupils can measure progress)- Checklists (Make explicit expectations before pupils begin –
key features of ‘What a good one looks like’).
- Modeling good practice & annotation of work (to show how
well the success criteria were met).
Strategies to train pupils as assessorsAchieved! Now you
need to ..!Modeling
Effective classroom assessment is about
three things …- Gathering evidence
about pupils’ learning & progress
on an on-going basis.- Interpreting that
evidence to demine whether or how they
are learning.- Adapting your
teaching in light of that evidence.
Strategies to set expectations before pupils undertake self or peer assessment.- Learning objectives (learning gains against
which pupils can measure progress)- Checklists (Make explicit expectations before pupils begin –
key features of ‘What a good one looks like’).
- Modeling good practice & annotation of work (to show how
well the success criteria were met).
Strategies to train pupils as assessorsAchieved! Now you
need to ..!Modeling
AfL – Self & Peer
AssessmentStrategies for peer or self assessment after
the work is done- Traffic-lighting
- Hot, warm, cool, cold (Good for measuring the
impact of work when peer assessing)
- Tip, target, success, think (Developing common
language around responding to work)- Template marking (Breaking work into
sections to identify the parts which need to be
focused on).
Strategies for organising peer
assessment- Learning partners (Critical
friends to support keep peers targets on track).- Learning triads (One
person questions the work, one person questions the work author, one person writes notes that arise).
- Fix-it marking (Pairs pass work onto another pair, who underlines areas for
improvement & re-drafting).
- Expert groups (Each group focuses on an area to provide feedback on
learning for).
ASL – Self & Peer
Assessment
Strategies to support self and peer
assessment in class …
Concept listsEnd of lesson summary
Question stripsEvaluation with mark
schemesSharing exemplarsStudents write the
questions‘Gots’ and ’Needs’
+/-/interesting chartsCarousels
Improvement evaluations
Two stars and a wishHomework help boardIdentifying groups of
weaknessBest composite answerStudents check peers
work against a pre-flight checklist
Students check peers’ work with mark schemes
Traffic lighting peers work
‘Hot, warm, cool, cold’Tip, target, success,
think!Template markingLearning partners
Fix it markingExpert groups
“Pupils can only achieve
AfL – Self & Peer
AssessmentStrategies for peer or self assessment after
the work is done- Traffic-lighting
- Hot, warm, cool, cold (Good for measuring the
impact of work when peer assessing)
- Tip, target, success, think (Developing common
language around responding to work)- Template marking (Breaking work into
sections to identify the parts which need to be
focused on).
Strategies for organising peer
assessment- Learning partners (Critical
friends to support keep peers targets on track).- Learning triads (One
person questions the work, one person questions the work author, one person writes notes that arise).
- Fix-it marking (Pairs pass work onto another pair, who underlines areas for
improvement & re-drafting).
- Expert groups (Each group focuses on an area to provide feedback on
learning for).
AfL – Self & Peer
AssessmentStrategies for peer or self assessment after
the work is done- Traffic-lighting
- Hot, warm, cool, cold (Good for measuring the
impact of work when peer assessing)
- Tip, target, success, think (Developing common
language around responding to work)- Template marking (Breaking work into
sections to identify the parts which need to be
focused on).
Strategies for organising peer
assessment- Learning partners (Critical
friends to support keep peers targets on track).- Learning triads (One
person questions the work, one person questions the work author, one person writes notes that arise).
- Fix-it marking (Pairs pass work onto another pair, who underlines areas for
improvement & re-drafting).
- Expert groups (Each group focuses on an area to provide feedback on
learning for).
AfL – Self & Peer
AssessmentStrategies for peer or self assessment after
the work is done- Traffic-lighting
- Hot, warm, cool, cold (Good for measuring the
impact of work when peer assessing)
- Tip, target, success, think (Developing common
language around responding to work)- Template marking (Breaking work into
sections to identify the parts which need to be
focused on).
Strategies for organising peer
assessment- Learning partners (Critical
friends to support keep peers targets on track).- Learning triads (One
person questions the work, one person questions the work author, one person writes notes that arise).
- Fix-it marking (Pairs pass work onto another pair, who underlines areas for
improvement & re-drafting).
- Expert groups (Each group focuses on an area to provide feedback on
learning for).
