AfL Self & Peer AssessmentEffective marking & feedback      To provide strategies which promote and develop              ...
Dinosaur doodles …   Draw a picture of a    dinosaur.       Think about the features        which a dinosaur may        ...
Self Assess your Dinosaur   Using the marking criteria give yourself a    mark out of 10   Convert this to a percentage...
Dinosaur doodlesFeatures         Success criteria         Marks Eyes                 2 eyes               1               ...
Peer Assess your neighbours dinosaur   Using the Marking criteria mark your    partners dinosaur out of 10   Provide fee...
Dinosaur doodlesFeatures         Success criteria         Marks Eyes                 2 eyes               1               ...
How do you feel?    Self Assessment           Peer Assessment   Did you do well?         How did you feel when   Could ...
Benefits of self and peer assessment   Research shows that activating students as owners of    their own learning and as ...
Reflecting on self and peer assessmentRead the suggested strategies for supporting the development of selfand peer assessm...
Reflecting on self and peer assessment    Consider how strategies could be developed and     adapted to allow learners to...
DinosaurTeam Challenge!
Build a dinosaur – Team ChallengeYou have 10 minutes to design and     Independent    Creative create your team dinosaur u...
How do you feel?    Group (Self)              Peer Assessment    Assessment               How did you feel when   Did yo...
Implications for using self and peer assessment   To develop peer and self assessment teachers need    to …       Train ...
Summary from ‘Working inside the black box’       (Black, Harrison, Lee, William – 2002)   The criteria for evaluating an...
Advantages for the teacher   Pupils use each other to discuss, prepare and    assess their work. They become independent ...
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Self and Peer Assessment

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  • The aim of this session is to review our understanding of AfL and the importance of using self and peer assessment within learning and teaching Strategies which will be touched upon in this session may be familiar to many of you, but the hope is that revisiting such ideas may provide you with the opportunity to reflect up on your own practice and of practice within your own department. The hope is that discussion within this session may prompt you to review the most effective ways of providing pupils with opportunities for peer and self assessment within your own practice.
  • Ask colleagues to complete task in time it takes music to play. NB – click on Dinosaur doodles title for hyperlink to film
  • Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed. Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success. Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.
  • Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed. Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success. Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on.
  • Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed. Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success. Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on. Peer Assessment discuss the need for honest and open dialogue but also the need to be given clear guidelines and boundaries that all assessors work to.
  • Watch the DVD clip of Dylan William discussing self and peer assessment – Clip 6
  • Trainees discuss the questions above with regards to the strategies shared (see separate sheet as well as the clip just seen).
  • See additional resources for this activity.
  • Lead a discussion around need to share clear success criteria with students. Whilst this may seem obvious, this is still not seen as common practice in many lessons observed. Discuss the need to share clearly focused success criteria with students in order for them to see their individual steps to success. Hopefully these success criteria will lead to discussions about interpretations etc which you may wish to follow up on. Peer Assessment discuss the need for honest and open dialogue but also the need to be given clear guidelines and boundaries that all assessors work to.
  • It is worth discussing how such issues can be/have been overcome in school. How can existing good practice already evident in school be shared?
  • The final slide summarises the key findings from research on self and peer assessment.
  • Self and Peer Assessment

    1. 1. AfL Self & Peer AssessmentEffective marking & feedback  To provide strategies which promote and develop self and peer assessment  To identify opportunities to introduce these strategies when planning lessons
    2. 2. Dinosaur doodles … Draw a picture of a dinosaur.  Think about the features which a dinosaur may have.  Be as creative as you like.  Your time starts now …
    3. 3. Self Assess your Dinosaur Using the marking criteria give yourself a mark out of 10 Convert this to a percentage How have you done? How could you have improved?
    4. 4. Dinosaur doodlesFeatures Success criteria Marks Eyes 2 eyes 1 1 eye at front of head 2 Teeth Large, sharp teeth 1 A minimum of 5 teeth showing 2 Neck Short neck 1 Long neck 2 Body Thin body 1 Fat rounded body 2 Tail Long tail 2
    5. 5. Peer Assess your neighbours dinosaur Using the Marking criteria mark your partners dinosaur out of 10 Provide feedback to your partner and compare scores
    6. 6. Dinosaur doodlesFeatures Success criteria Marks Eyes 2 eyes 1 1 eye at front of head 2 Teeth Large, sharp teeth 1 A minimum of 5 teeth showing 2 Neck Short neck 1 Long neck 2 Body Thin body 1 Fat rounded body 2 Tail Long tail 2
    7. 7. How do you feel? Self Assessment Peer Assessment Did you do well?  How did you feel when Could you have done someone else marked better? How? your work and gave you feedback?  Could this have been done differently?
    8. 8. Benefits of self and peer assessment Research shows that activating students as owners of their own learning and as instructional resources for one another has many benefits …  Self-assessment improves perseverance, self-belief and achievement which all help to develop life-long learners  Peer tutoring benefits both tutor and tutee: the process of explaining entails the peer tutor in thinking about the work and presenting in new ways. The resulting clarification of the work can develop deeper understanding for both students.
    9. 9. Reflecting on self and peer assessmentRead the suggested strategies for supporting the development of selfand peer assessment in class. What could the benefits be of using these strategies in your practice? How and when would this type of strategy be most useful for use in a lesson? Consider how effectively each strategy could be used to support a variety of students to become more effective …  Self assessors  Peer assessors
    10. 10. Reflecting on self and peer assessment  Consider how strategies could be developed and adapted to allow learners to become more reflective practitioners in your own classroom.  Highlight some of the strategies you like  Highlight some of the strategies you will try following this Inset Session
    11. 11. DinosaurTeam Challenge!
    12. 12. Build a dinosaur – Team ChallengeYou have 10 minutes to design and Independent Creative create your team dinosaur using Thinker Enquirer the guidance and criteria set out. Team Reflective Worker Learner When you are completing the self & peer assessment you may wish Self Effective to refer to the development of the Manager Participator PLTS & strategy cards to support your thinking.
    13. 13. How do you feel? Group (Self) Peer Assessment Assessment  How did you feel when Did you do well? someone else marked Could you have done your work and gave you better? How? feedback?  Could this have been done differently?
    14. 14. Implications for using self and peer assessment To develop peer and self assessment teachers need to …  Train pupils over time to assess their work and the work of others  Plan for peer and self assessment opportunities in their lessons  Systematically explain the learning objectives, outcomes and contributing success criteria behind each task  Guide pupils to identify their next steps  Frequently and consistently encourage pupils’ self- reflection on their own learning  Plan opportunities and time to allow pupils to do it!
    15. 15. Summary from ‘Working inside the black box’ (Black, Harrison, Lee, William – 2002) The criteria for evaluating and learning achievement must be transparent to pupils to enable them to have a clear overview. Pupils should be taught the habits and skills of collaboration in peer assessment. Pupils should be encouraged to keep in mind the aims of their work and to assess their own progress to meet these aims as they proceed. Peer & self assessment make unique contributions to the development of pupils’ learning – they secure aims that cannot be achieved in any other way.
    16. 16. Advantages for the teacher Pupils use each other to discuss, prepare and assess their work. They become independent learners Free time for the teacher to observe pupil learning Relaxing – the children do the work, we manage/ overview Quicker assessment, immediate feedback Pupils learn assessment criteria in an interesting way, so they remember it and use it automatically. This makes us more effective
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