The document discusses a student assessor's project to design a peer assessment framework for students to use to evaluate each other's work after four lessons. It describes considering current peer assessment practices and trialing the project across key stages and subjects. It discusses involving students in peer and self-assessment, focusing feedback on learning objectives, and relinquishing teacher control. Initial student concerns about peer assessment are noted. The doing section describes trialling formats with years 8 and 12 and collecting student feedback. Reflections recommend continuing structured peer feedback methods and bringing back face-to-face feedback.

1. Assessment Project The Student Assessor Emma Cerrone

2. The Student Assessor Project Brief: Design a peer assessment task or framework for pupils to use to mark someone else’s work after 4 lessons. My first thoughts were to consider my current peer assessment practices and then to trial the project in a couple of ways across the Key Stages and subjects I teach.

3. The Thinking Bit... Involving students in peer (and self) assessment. Helping students to know and recognise the standards/levels they are aiming for. Providing feedback which leads to students recognising their next steps and how to take them. “Feedback encapsulates the entire learning journey, from teachers’ control to student power.”

4. The Thinking Bit... Focus the feedback on learning objectives/ success criteria. Aim to bridge the gap. Give specific improvement suggestions. Give students the opportunity to make improvements in lessons. Relinquish control.

5. The Starting Bit...

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. “They might tell you the wrong thing if they don’t understand either.”

9. “You don’t want to mark a fellow student too harshly.”

10. “I feel uncomfortable evaluating another student’s paper.”

12. The Taking Stock Bit...

13. The Doing Bit…... Year 12– focus students on ways to use peer feedback effectively to improve their work. Year 8– focus students on how to give meaningful feedback in peer assessment. “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.”

14. The Doing Bit…...

16. “It helps me to understand what a pass, merit and distinction is because sometimes the descriptions are confusing.”

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.”

19. “They helped to focus on all different things instead of just one thing or the negative things.”“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.” “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.”

20. The Doing Bit…...

22. Introduce some form of feedback graph to all groups.

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. Clarke, S. (2005) Formative Assessment in Action: weaving the elements together, Hodder Murray

26. Clarke, S. (2005) Formative Assessment in the Secondary School, Hodder Murray

27. Ekker, S., Munkvold, R., Norseth, H. (2010) Tools for peer assessment in an e-learning environment, Nord-Trondelag University College (http://seminar.net/index.php/home/75/163-tools-for-peer-assessment-in-an-e-learning-environment)

28. Sluijsmans, D. (2002) Establishing learning effects with integrated peer assessment tasks, The Higher Education Academy (http://www.palatine.ac.uk/files/930.pdf)