This document outlines the superpowers and tools of a peer and self-assessment superhero. The superhero would have speed, provide specific and formative feedback, and create dialogue through assessment. Their utility belt would include progress tables, rubrics, model answers, and other tools. Peer and self-assessment need to be quick, formative, and specific. Feedback should create improvement and be acted upon through discussion. The document provides examples of assessment tools and rules for providing kind, specific, and helpful critique.

1. Peer and self assessment
Deeps meeting

2. Design your super hero
• If there was a peer/self assessment superhero
what would they be like?

3. My super hero
Special powers
Speedy
Specific
Formative
Creates Dialogue
Utility belt
Progress table/4colums
Rubrics
Model answers
Mirror (to be reflective with)
Maps (to plan where to go next)
Guitar and amp (to create a feedback loop)

4. Some things to bear in mind
• Reviewing learning is not learning
– This is why it needs to be quick and formative
• 80% of FB is given by pupils and 80% is not
helpful FB
– This is why it needs to be specific
• It needs to be acted upon
– Creating dialogue is not just a cosy chat but
clarifies things for the learner and improvements
can be seen

5. Progress tables/4 colums
knowledge
connections
questions
actions

6. Rubrics
Help pupils to know
where they are and
what the next step is.
How would you mark
without knowing the
answer (expected
result) the pupils
need the same

7. Model answers and citique
Again this is about having something to
compare to: Examples of Excellence

8. Rules for critique
• Be kind: All comments should focus entirely on the work.
No personal comments at all. No sarcasm or put downs.
The comments can be challenging but the creator of the
work should feel that the feedback is work orientated and
happy to receive it. Hard on content, soft on people.
• Be specific: Refined and precise dialogue with detailed
explanations on positives and steps to improve.
Comments should explain exactly what needs to be
worked on (like a set of instructions) which the writer can
simply take away and use.
• Be helpful: If the comments don't benefit the work, the
learning, the learners or the class, don't share it.
Everything you provide feedback on is there to help make
the work better.

9. Share your own
• Create a how to card for your favourite
method of peer or self assessment

10. Use the force luke
• With your assigned method force field that
strategy
Good things
Bad things
quick
quick
Can establish dialogue
Can establish dialogue
Pupils may
Pupils may
not fill in
not fill in
Use posits to
suggest
improvements
to the barriers