Assessment project


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Assessment project

  1. 1. Assessment<br />Project<br />The Student Assessor<br />Emma Cerrone<br />
  2. 2. The Student Assessor<br />Project Brief: Design a peer assessment <br />task or framework for pupils to use to <br />mark someone else’s work after 4 <br />lessons.<br />My first thoughts were to <br />consider my current peer <br />assessment practices and <br />then to trial the project in <br />a couple of ways across the <br />Key Stages and subjects I<br />teach.<br />
  3. 3. The Thinking Bit...<br />Involving students in peer (and self) assessment.<br />Helping students to know and recognise the standards/levels they are aiming for.<br />Providing feedback which leads to students recognising their next steps and how to take them.<br />“Feedback encapsulates the entire learning journey, from teachers’ control to student power.”<br />
  4. 4. The Thinking Bit...<br />Focus the feedback on learning objectives/ success criteria.<br />Aim to bridge the gap.<br />Give specific improvement suggestions.<br />Give students the opportunity to make improvements in lessons.<br />Relinquish control.<br />
  5. 5. The Starting Bit...<br />
  6. 6. The Starting Bit...<br /><ul><li>“Other kids could be wrong.”
  7. 7. “Because friends can lie to you like telling you it’s good because they’re you’re friend when really it isn’t.”
  8. 8. “They might tell you the wrong thing if they don’t understand either.”
  9. 9. “You don’t want to mark a fellow student too harshly.”
  10. 10. “I feel uncomfortable evaluating another student’s paper.”
  11. 11. “I think being asked to grade other students work is risky and unfair.”</li></li></ul><li>The Taking Stock Bit...<br />
  12. 12. The Taking Stock Bit...<br />
  13. 13. The Doing Bit…...<br />Year 12– focus students on ways to use peer feedback effectively to improve their work.<br />Year 8– focus students on how to give meaningful feedback in peer assessment.<br />“Using Six Thinking Hats made it easier to give peer feedback. The negative feedback becomes less personal as the peer can reflect that “This is said when wearing the black hat....” and so forth.”<br />
  14. 14. The Doing Bit…...<br />
  15. 15. The Doing Bit…...<br /><ul><li>“Sometimes we don’t get to see each others’ work once we’ve finished it so it’s hard to understand why one group got one mark and we got another with this we get to see and make a judgment ourselves.”
  16. 16. “It helps me to understand what a pass, merit and distinction is because sometimes the descriptions are confusing.”
  17. 17. “It was quite private doing it on the computers, people can’t see what you’re saying until you press submit so its better.”
  18. 18. “I don’t like doing peer assessment but this was ok because we were just saying what we thought worked and what we didn’t understand.” </li></li></ul><li>The Doing Bit…...<br /><ul><li>“They’re ok but I couldn’t remember what each one meant in the end.”
  19. 19. “They helped to focus on all different things instead of just one thing or the negative things.”</li></ul>“I liked it but I’d still like to be able to talk to people about what they said so we can explain ourselves better.”<br />“They’d be better to use when we’re planning and do this before we start filming so we can change something if we need to before.”<br />
  20. 20. The Doing Bit…...<br />
  21. 21. The ReflectingBit…...<br /><ul><li>Keep the Six Thinking Hats and continue to train the students in using them.
  22. 22. Introduce some form of feedback graph to all groups.
  23. 23. Bring back the element of face to face peer feedback as well as written feedback.</li></li></ul><li>Thank you for listening<br />Bibliography<br /><ul><li>Black, P. & William, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment, School of Education, King’s College, London
  24. 24. Black, P., Harrison, C., Lee, C., Marshall, B. & William, D. (2002) Working Inside the Black Box: Assessment for Learning in the Classroom, School of Education, King’s College, London
  25. 25. Clarke, S. (2005) Formative Assessment in Action: weaving the elements together, Hodder Murray
  26. 26. Clarke, S. (2005) Formative Assessment in the Secondary School, Hodder Murray
  27. 27. Ekker, S., Munkvold, R., Norseth, H. (2010) Tools for peer assessment in an e-learning environment, Nord-Trondelag University College (
  28. 28. Sluijsmans, D. (2002) Establishing learning effects with integrated peer assessment tasks, The Higher Education Academy (</li>