2. WHAT’S SO GOOD
ABOUT IT?
• Encourages students to become self-motivated
and independent learners.
• Students are less reliant on waiting for the
teacher’s judgement – they can work
collaboratively with other students to make
improvements.
• Students are involved in the learning process.
3. DOES THIS LOOK FAMILIAR?
Your planning is structured well.
What does ‘structured well’ involve?
You have good ideas but your answer could be longer.
What are the good ideas? How do they meet the success
criteria? What bit needs to be longer and why? How will
that improve the response?
You have asked effective questions in your research
project.
What are the criteria for ‘effective questions’?
You have used key words in your answer.
But are they used accurately? Has the student shown they
understand them?
4. WORKING TOWARDS SUCCESSFUL PEER
ASSESSMENT:
• The criteria for evaluating and learning achievement
must be transparent to pupils to enable them to have a
clear overview.
• Pupils should be taught the habits and skills of
collaboration in peer assessment.
• Pupils should be encouraged to keep in mind the aims of
their work and to assess their own progress to meet
these aims as they proceed.
• Peer (and self) assessment make unique contributions to
the development of pupils’ learning – they secure aims
that cannot be achieved in any other way.
(Black, Harrison, Lee, William – 2002)
5. TEACHING PEER
ASSESSMENT SKILLS
• We can’t expect students to be instant
experts in giving feedback.
• They must first be encouraged and trained.
• What tips would students find helpful?
For example: Ensure your feedback links
back to the success criteria.
6. PEER-ASSESSMENT
(OR SUCCESS CHECKS)
• In your subject areas come up with five tips
you could share with the students to help
make student peer-assessment comments
more useful to their peers.
• We would like you to come up with:
a) Three tips which could be used across
the school.
b) Two tips which are subject specific.
