Self and Peer Assessment Bookmark

Self and Peer Assessment Bookmark
Self and Peer Assessment Bookmark
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Transcript of Self and Peer Assessment Bookmark

  • 1. AfL Self &AfL Self &AfL Self &AfL Self &Peer Assessment Peer Assessment Peer Assessment Peer Assessment Effective classroom Effective classroom Effective classroom Effective classroom assessment is about assessment is about assessment is about assessment is about three things three things three things three things - Gathering evidence- Gathering evidence- Gathering evidence- Gathering evidenceabout pupils learning &about pupils learning &about pupils learning &about pupils learning &progress on an on-going progress on an on-going progress on an on-going progress on an on-goingbasis.basis.basis.basis.- Interpreting that - Interpreting that - Interpreting that - Interpreting thatevidence to demineevidence to demineevidence to demineevidence to demine whether or how they are whether or how they are whether or how they are whether or how they arelearning. learning. learning. learning. - Adapting your - Adapting your - Adapting your - Adapting your teaching in light ofteaching in light ofteaching in light ofteaching in light of that evidence.that evidence.that evidence.that evidence. Strategies to set Strategies to set Strategies to set Strategies to setexpectations before expectations before expectations before expectations beforepupils undertake self or pupils undertake self orpupils undertake self orpupils undertake self or peer assessment.peer assessment.peer assessment.peer assessment.- Learning objectives - Learning objectives - Learning objectives - Learning objectives(learning gains against (learning gains against (learning gains against (learning gains againstwhich pupils can measurewhich pupils can measurewhich pupils can measurewhich pupils can measure progress) progress) progress) progress)- Checklists (Make explicit - Checklists (Make explicit - Checklists (Make explicit - Checklists (Make explicitexpectations before pupilsexpectations before pupilsexpectations before pupilsexpectations before pupils begin key features of begin key features of begin key features of begin key features of What a good one looksWhat a good one looksWhat a good one looksWhat a good one looks like). like). like). like).- Modeling good practice- Modeling good practice- Modeling good practice- Modeling good practice& annotation of work (to& annotation of work (to& annotation of work (to& annotation of work (toshow how well the success show how well the success show how well the success show how well the successcriteria were met). criteria were met). criteria were met). criteria were met). Strategies to train Strategies to train Strategies to train Strategies to train pupils as assessors pupils as assessors pupils as assessors pupils as assessorsAchieved! Now you need to ..! Achieved! Now you need to ..! Achieved! Now you need to ..! Achieved! Now you need to ..! ModelingModeling

2. AfL Self &AfL Self & AfL Self &AfL Self &Peer Assessment Peer AssessmentASL AssessmentPeer Self &Peer AssessmentStrategies for peer or self Strategies for peer or self assessment after the work assessment after the workPeer assessment for peer orwork StrategiesAssessment self after the Strategies for peer or selfassessment after the workis done is done is doneis done- Traffic-lighting- Traffic-lighting Strategies toTraffic-lighting - support self- Traffic-lighting- Hot, warm, cool, cold (Good for - Hot, warm, cool, cold (Good for and -peer assessment in (Good forHot, warm, cool, cold- Hot, warm, cool, cold (Good formeasuring the impact of workmeasuring the impact of workclass measuring the impact of workmeasuring the impact of work when peer assessing)when peer assessing) when peer assessing)when peer assessing) - Tip, target, success, think - Tip, target, success, think Concept lists - Tip, target, success, think- Tip, target, success, think (Developing common language (Developing common languageEnd of lesson summary(Developing common language (Developing common language around responding to work)around responding to work)Questionresponding to work) around stripsaround responding to work) - Template marking (Breaking- Template marking (BreakingEvaluation with mark - Template marking (Breaking - Template marking (Breakingwork into sections to identify thework into sections to identify theworkschemes into sections to identify the work into sections to identify theparts which need to be focusedparts which need to be focused Sharing exemplars be focused parts which need to parts which need to be focusedon).on). Students write theon).on).questions Strategies for organising Strategies for organising Gots and NeedsStrategies for organising Strategies for organisingpeer assessment peer assessment +/-/interesting charts peer assessment peer assessment- Learning partners (Critical - Learning partners (Critical Carousels- Learning partners (Critical- Learning partners (Critical friends to support keep peers friends to support keep peers Improvement evaluations peers friends to support keepfriends to support keep peerstargets on track).targets on track).Two starstargetsaon track).and wish targets on track). - Learning triads (One person - Learning triads (One personHomework help board - Learning triads (One person- Learning triads (One person questions the work, one personquestions the work, one personIdentifying groups of personquestions the work, one questions the work, one person questions the work author, onequestions the work author, one weaknessquestions the work author, onequestions the work author, one person writes notes that arise).person writes notes that arise).Best person writesanswer arise).composite notes thatperson writes notes that arise).- Fix-it marking (Pairs pass- Fix-it marking (Pairs passStudents check peers work pass- Fix-it marking (Pairs- Fix-it marking (Pairs pass work onto another pair, who work onto another pair, whoagainst aonto another pair, who work pre-flightwork onto another pair, who underlines areas forunderlines areas forchecklist areas forunderlinesunderlines areas forimprovement & re-drafting). improvement & re-drafting). Students check peers workimprovement & re-drafting).improvement & re-drafting). - Expert groups (Each group - Expert groups (Each group with- mark groups (Each group Expert schemes - Expert groups (Each groupfocuses on an area to provide focuses on an area to provide Traffic lighting an area to providefocuses on peers workfocuses on an area to providefeedback on learning for).feedback on learning for). Hot, warm, cool,learning for).feedback on cold feedback on learning for).Tip, target, success, think! Template marking Learning partners Fix it markingPupils can only achieve a learning Pupils can only achieve a learningPupils can only achieve a learningExpert groupsPupils can only achieve a learning goal if they understand that goal goal if they understand that goal goal if they understand that goalgoal if they understand that goaland can assess what they need to do and can assess what they need to do and can assess what they need to doand can assess what they need to do to reach it. So self-assessment isto reach it. So self-assessment isto reach it. So self-assessment is to reach it. So self-assessment isessential to learning. (Sadler, essential to learning. (Sadler, essential to learning. (Sadler,essential to learning. (Sadler, 1989) 1989) 1989)1989)Pupils can only achieve alearning goal if they