Peer and Self Assessment – 15 minute forum

Train students over time to assess their own work and the work of others, and develop an appropriate language.

  • Plan time and regular opportunities for pupils to reflect on their learning progress. Ensure that this is on going and at strategic points in the lesson. (Mini plenaries)  This can be to individual pupils, small group feedback opportunities or whole class.
  • Identify the next steps that will support pupils to work towards their goals.
  • Ensure that learning objectives are clear and outcomes sharply focused and shared with pupils.
  • Ensure outcomes are the focus of the reviewing process
  • Where necessary guide and scaffold feedback.
  • Model the language of effective oral feedback and group talk and provide speaking frames to support pupil feedback if necessary.
  • Establish a supportive atmosphere where pupils feel safe to take risks.
  • Reinforce the value and importance of the student’s contributions.

 Strategies

  • Check lists (Top 5 success criteria agreed at the start and then checked off by students)
  • Mark schemes- mock exams.  Get students assessing their own work against the mark scheme and setting improvement targets.
  • Level ladders – use these to show students how to progress to the next level.
  • Syllabus (red, amber, green – their understanding of each section)/ tick list – From the start of a module and used for revision.
  • 2 stars and a wish / triangle of learning – 1 thing I knew, 2 questions I still have, 3 things I learned today
  • Continuous questioning to encourage students to self-reflect on their learning and set their own targets
  • Marking their own test papers- Only a few questions at a time.  Discuss where marks have been lost.
  • Use of a learning diary – students write what they learned and what they struggled with after each lesson
  • Home/Expert Groups.  Start in Home group. Go to expert group – learn something. Then go back to home group and share the learning.  Do a question based on all of the learning – peer assess the answer.
  • Best composite answer – Exam questions around the room.  Groups move around and improve each answer.  Then mark against assessment criteria.
  • Students check peer’s work using a checklist, mark scheme or levels ladder.
  • Writing their own exam questions (and mark scheme) and having others answer them.
  • Presentations and feedback – discuss criteria for a good presentation beforehand (discuss with English staff)
  • Discuss and develop success criteria with the students.
  • During the starter, hand questions out to students and ask them to answer (different questions).  Discuss the answers and how many marks they would award.
  • Blind date – One student asks an exam question.  Have 3 students behind a screen – they all give a response.  Student who asked the question, picks the best answer (and explains why it is the best).

 

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