What is Pupil Self What is Pupil Self Evaluation?Evaluation?

It is looking at encouraging It is looking at encouraging the children to become the children to become

involved in their own learning, involved in their own learning, and identifying areas for and identifying areas for

development.development.

What does this involve?What does this involve?

Four main areas:Four main areas: Success CriteriaSuccess Criteria Talking PartnersTalking Partners Sharing Unit CoverageSharing Unit Coverage Evaluating Learning.Evaluating Learning.

SUCCESS CRITERIASUCCESS CRITERIA

Is a list of ingredients for completing a piece of Is a list of ingredients for completing a piece of work, or a task.work, or a task.

Success criteria is generally generated with Success criteria is generally generated with the children, although the teacher will have in the children, although the teacher will have in their mind what they want it to be.their mind what they want it to be.

Success criteria is displayed throughout the Success criteria is displayed throughout the lesson, and referred to in marking, feedback lesson, and referred to in marking, feedback and subsequent sessions.and subsequent sessions.

Success criteria forms part of most lessons Success criteria forms part of most lessons including core and foundation subjects.including core and foundation subjects.

An Example of Success An Example of Success CriteriaCriteria

Learning ObjectivesLearning Objectives ContextContext Success CriteriaSuccess Criteria

Year 5Year 5To be able to use direct To be able to use direct speech.speech.

Year 5Year 5An interview with An interview with Queen VictoriaQueen Victoria

Year 5Year 5Put speech marks Put speech marks before and after the before and after the first word spoken.first word spoken.Use a capital letter for Use a capital letter for the first word spoken the first word spoken each time.each time.Start each persons Start each persons speech on a new line.speech on a new line.Use a comma before Use a comma before ‘said’ etc.‘said’ etc.

Examples of Success CriteriaExamples of Success Criteria

Learning ObjectivesLearning Objectives ContextContext Success CriteriaSuccess Criteria

Year 2Year 2To be able to use direct To be able to use direct speech.speech.

Year 2Year 2Harry Potter excerptsHarry Potter excerpts

Year 2Year 2Put “ “ at the Put “ “ at the beginning and end of beginning and end of spoken words.spoken words.Use a capital letter at Use a capital letter at the beginning of the beginning of speech.speech.

Talking PartnersTalking Partners Are randomly selected and they are changed on a Are randomly selected and they are changed on a

three weekly basis (or twice in a half term three weekly basis (or twice in a half term depending on term length)depending on term length)

In Key Stage 2 partners are selected for Literacy, In Key Stage 2 partners are selected for Literacy, Numeracy and Other Subjects, in Key Stage 1 the Numeracy and Other Subjects, in Key Stage 1 the children keep the same partner for all subjects and children keep the same partner for all subjects and change them every two weeks.change them every two weeks.

Talking Partners are an integral part of most Talking Partners are an integral part of most lessons, and the ownership of the lesson becomes lessons, and the ownership of the lesson becomes more on the children sharing and discussing, rather more on the children sharing and discussing, rather than the teacher talking.than the teacher talking.

Talking PartnersTalking Partners

Sharing Unit CoverageSharing Unit Coverage Each term the Class look together at the Each term the Class look together at the

main subject in their topic e.g. History this main subject in their topic e.g. History this term.term.

The teacher shares the objectives to be The teacher shares the objectives to be covered with the class, and finds out what covered with the class, and finds out what the children already know, as well as asking the children already know, as well as asking them what they would like to find out.them what they would like to find out.

Questions are formulated and agreed with Questions are formulated and agreed with the class, and the planning is displayed in the class, and the planning is displayed in the classroom, and is referred to throughout the classroom, and is referred to throughout the topic.the topic.

Sharing Unit CoverageSharing Unit Coverage

One way of One way of displaying the displaying the objectives to be objectives to be covered could be covered could be through forming through forming questions and questions and displaying them displaying them on a washing line.on a washing line.

(Year 4/5 – Spring (Year 4/5 – Spring 2005)2005)

Sharing Unit CoverageSharing Unit Coverage

Alternatively you Alternatively you could display the could display the actual planning in actual planning in the centre of your the centre of your topic display topic display board, and give board, and give the children their the children their own small copy.own small copy.

(Year 5/6 – Spring (Year 5/6 – Spring 2005)2005)

Sharing Unit Coverage Sharing Unit Coverage Autumn 2006Autumn 2006

Peer EvaluationPeer Evaluation During some lessons the children are encouraged During some lessons the children are encouraged

to mark each others work, against the lesson to mark each others work, against the lesson objective.objective.

This is done in a variety of ways throughout the This is done in a variety of ways throughout the school ranging from verbal comments and opinions school ranging from verbal comments and opinions in Key Stage 1, possibly with their Talking Partner, in Key Stage 1, possibly with their Talking Partner, through to Writing Response Sheets in Year 5/6.through to Writing Response Sheets in Year 5/6.

When marking another pupils work the children will When marking another pupils work the children will use the list of success criteria to identify successes, use the list of success criteria to identify successes, and suggest an area for improvement.and suggest an area for improvement.

Teacher’s plan in time for improvements to be Teacher’s plan in time for improvements to be made in follow up lessons.made in follow up lessons.

Writing Response SheetWriting Response Sheet Evaluating The ExplanationEvaluating The Explanation Success CriteriaSuccess Criteria To write a super explanation I need to remember to:To write a super explanation I need to remember to: Use a Use a questionquestion for my title, with a question mark. for my title, with a question mark. Use an opening sentence to introduce what I am going to explain.Use an opening sentence to introduce what I am going to explain. Explain the process in Explain the process in time ordertime order.. Use Use time connectivestime connectives to link the stages of the process. to link the stages of the process. Use some ‘Use some ‘special wordsspecial words’ about the topic.’ about the topic. Punctuate my work correctly.Punctuate my work correctly.    Name:Name: ·        I would like to say well done because·        I would like to say well done because         ·        I think you could improve your work by·        I think you could improve your work by   

Self EvaluationSelf Evaluation•At times the children are asked to consider how well they feel they have worked against the specific lesson objective, and again feedback can take different forms throughout the school. In Class 2 we have the traffic light system, in Class 3 they use three trays. Higher up the school it may be written comments on how well they feel they have done, possibly against success criteria again.