Learning intentions

To understand the role of peer-assessment, self-assessment and self-evaluation in helping students to reflect on their learning

To consider some strategies for use in the classroom

Ian Smith (2004)

‘When there is one teacher and thirty students and all the feedback comes from or through the teacher, there is no hope of providing sufficient good quality feedback.’

Why promote student reflection?

Why promote student reflection?

Encourages independent learning- (active | empowered | self-reliant)

Increases student self-esteem Develops the capacity to recognise quality Improves student understanding

Why promote student reflection?

Feedback is in language that the students use Strengthens the student voice in the classroom Can produce valuable feedback

The difference between assessment and evaluation

Assessment describes activities that enable learners to reflect on WHAT has

beenlearnt and judge it against features of quality

Evaluationdescribes the process learners use to gain an understanding of

HOWthey are learning – it’s about understanding themselves as

learners

The difference between correction and assessment

‘Engaging in peer- and self-assessment is much more than checking for

errors or weaknesses. It involves making explicit what is normally implicit

and thus requires the student to be more active in their learning. The

students become more aware of when they are learning and when

they are not.’- Black & Wiliam: Working Inside the

Black Box

Preparing students Share learning intentions and features of quality

Model the assessment and feedback processes- Try group assessment activities- Use the feedback process to demonstrate how-to- Use effective questioning

Build the right climate- Encourage openness about learning- Set expectations for group work.

First

Find 2 successes with

ref to the features of quality

Second

Find the part of the work which

provides most scope for a ‘jump’

(not simply the worst part).

Third

Write a short prompt telling the

learner exactly what to do to this

part of their work.

The Gray DayThe day hung over us like a wet blanket.

The cars shot past on the motorway like marbles thrown across a floor.

The leaves hung from the trees like soggy bits of toast.

The leaves shone red and gold like a burning fire.

The wet ground looked like a slippery, black ice rink.

The clouds overhead hung very low.

The rain tapped the window like a quiet drum.

Learning Intention:

To use similes to create atmosphereFeatures of quality: Compare each object to something else

‘like’……‘like a’

‘as’……..‘as a’

‘as though’

Can you think of a simile to describe the way the clouds were hanging or moving?

The Gray DayThe day hung over us like a wet blanket.

The cars shot past on the motorway like marbles thrown across a floor.

The leaves hung from the trees like soggy bits of toast.

The leaves shone red and gold like a burning fire.

The wet ground looked like a slippery, black ice rink.

The clouds overhead hung very low.

The rain tapped the window like a quiet drum.Can you think of a simile to describe the way the clouds were hanging or moving?

Fourth…

provide time to read, process

and respond.

‘The clouds moved overhead like the ferry crossing the sea.’

Learning Intention:

To use similes to create atmosphereFeatures of quality:• Compare each object to something else

• ‘like’……‘like a’

• ‘as’……..‘as a’

• ‘as though’

2 stars and a wish

What I think about my work

My teacher thinks…

Other Ideas

Traffic Lights Thumbs Up Scale 1 – 5 Graphic organisers

Self-evaluationSelf-Evaluationstudents reflect about how they have learnt

Self-Assessmentstudents use features of quality to assess their own work prior to the teacher marking it

Self-Evaluationstudents use self-evaluation questions to prompt reflection during short plenary sessions

Early opportunities for development

Self-Assessmentstudents reflect about what they have learnt

Possible prompts for self-evaluation

• The most important thing I learned was…• The way I learned was…• What I found difficult was…• What I enjoyed most was…• What I want to find out more about is…• What I need more help with is…• What still puzzles me is…

Possible prompts for self-evaluation…• What surprised me was…• What I have learned that is new is…• What helped me when something got tricky was…• What really made me think was…• I might have learned better if…• What I would change about this activity to help

another class learn is…

Self-evaluation prompts

What did you find easy about

learning to …?

What do you need more help

with?

What can you do now that you couldn’t do

before?

What really made you think?

What are you most pleased

with?

The most important thing you learned was

…

Suggested strategies to help make it work Make it routine Give learners the information they need Keep it varied Build it in Focus on strengths Make it lead somewhere Explain it to parents