Teachers should train pupils in the art of self/peer assessment by using effective vehicles to equip pupils to take responsibility for assessing their own or each other’s work meaningfully. Strategies such as checklists, self marking answers, improving mistakes, success criteria can ensure the feedback is both useful and accurate. Self_peer assessment Secondary examples here Examples_self_peer
A way of introducing new learning in 3 simple phases whilst also assessing pupil learning diagnostically (using mini whiteboards) prior to commencing the independent task to deepen understanding. Stage 1 – Watch me: Teacher models the new learning by demonstrating the process whilst facilitating pupil involvement. Stage 2 – Help me: Teacher models again the …
Assessment for learning is a powerful learning and teaching tool that generates information (feedback) that can be used to both modify teaching and therefore enhance pupil progress. It should be used diagnostically to guide teaching and support that follows, as well as medium term planning. Click below to consider further research/rationale behind the principle. ACT_input
Students pose a target after having self/peer assessed their work at the end of the lesson. (These could be recorded on padlet) At the start of the next students select relevant target token to focus on, take one and place it next to them whilst working to focus their efforts on addressing that particular aspect. Teacher/peer feedback conversations …
A simple feedback tool that encourages collaboration when it comes to peer assessment. Provide students with a 4 box feedback grid and get them to compare work, then provide one another with feedback from 4 different peers. This can be varied by focusing on a particular skill or assessment objective, or by suggesting 4 different …
Such a simple concept that is both time saving for teachers, yet informative for students. Set an assessment/test/homework and return it to the students with feedback but no marks or grades, just comments, questions posed or circled aspects to focus on. Give students time to act on the feedback before giving them results.
Maximise simple opportunities to enable students to ‘uplift’ or improve targeted aspects of their work or skills. Encourage them to ‘steal’ ideas from others, also to celebrate and share their strengths purposefully. Please see examples below for variations. Uplifting learning
Invent and embed easy to use systems so that common misconceptions are shared to the whole class and given students the opportunity to take ownership for addressing them. (either individually or as a class) Common misconceptions
Use various ways to create opportunities for students to reflect on their learning and targets over time. Some of these simple visuals, charts and walls can helps how students which aspects of their learning are strengths and which are areas for further focus. Target Setting Wall GCSE skills Visual targets
A great technique to get children to work on improving the quality of their responses by improving a sentence either together or on their own. See below for two versions, one with a points system attached to focus on subject specific terminology. Uplifting sentences