Peer and self-assessment is integral to learning and
maximising progress. Particularly with
the increased demands of the national curriculum, peer and self-assessment can
be vehicles for helping pupils to reach more demanding standards. It starts with pupils having a really good idea
as to what they are aiming for.
Exploring examples of good work, playing ‘detective’ to identify good
features and creating/using success criteria are all essential elements that
need to be in place before pupils can use peer and self-assessment
effectively. Teachers need to develop a
culture that focuses on ‘crafting’ high quality work, which often includes
creating more than one draft or extensive review and editing processes. In these classrooms you often find the
journey of creating work displayed on walls, rather than just finished
pieces. These teachers celebrate the
improvements and the approaches pupils have used to develop work.
For peer and self-assessment to have real impact, pupils
need to be taught explicitly how to critique their own and others’ work. They need to see the process modelled and be
provided with sentence starters and structures that will allow them to give meaningful
advice to others. They need time to be
analytical and time to make the improvements.
Pupils should be encouraged to consider what makes a good ‘critical
friend’ and what type of advice helps someone to make changes to a piece of
work.
Schools can increase their success with peer and
self-assessment by considering how it develops from Early Years right through
to Year 6. It also helps to consider why
structures and tools are being used in different year groups to help pupils get
to the level of depth and detail which leads pupils to make progress through
peer and self-assessment.
Please find below a selection of tools that may be of use. The picture links should open PDF files.
Audit tool
Progression map
6 traits editing station cards
Editing cards
Advice cards
