The document discusses strategies for promoting self and peer assessment in the classroom. It provides examples of using self and peer assessment for a dinosaur drawing activity, including marking criteria and reflection questions. The benefits of self and peer assessment are outlined, such as improving student achievement, understanding, and developing lifelong learning skills. Effective implementation requires training students over time, explaining learning objectives, and guiding reflection.

1. AfL Self & Peer Assessment
Effective marking & feedback
 To provide strategies which promote and develop
self and peer assessment
 To identify opportunities to introduce these
strategies when planning lessons

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. 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. Dinosaur doodles
Features 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. 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. Dinosaur doodles
Features 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. 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. 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. Reflecting on self and peer assessment
Read the suggested strategies for supporting the development of self
and 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. 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. Dinosaur
Team Challenge!

12. Build a dinosaur – Team Challenge
You 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. 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. 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. 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. 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