What is Pupil Self
Evaluation?
It is looking at encouraging the
children to become involved in their
own learning, and identifying areas
for development.
What does this involve?
Four main areas:
 Success Criteria
 Talking Partners
 Sharing Unit Coverage
 Evaluating Learning.
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SUCCESS CRITERIA
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Is a list of ingredients for completing a piece of
work, or a task.
Success criteria is generally generated with the
children, although the teacher will have in their
mind what they want it to be.
Success criteria is displayed throughout the
lesson, and referred to in marking, feedback and
subsequent sessions.
Success criteria forms part of most lessons
including core and foundation subjects.
An Example of Success Criteria
Learning Objectives
Context
Success Criteria
Year 5
Year 5
Year 5
To be able to use direct
speech.
An interview with Queen
Victoria
Put
speech marks
before and after the
first word spoken.
Use a capital letter for
the first word spoken
each time.
Start each persons
speech on a new line.
Use a comma before
‘said’ etc.
Examples of Success Criteria
Learning Objectives
Context
Success Criteria
Year 2
Year 2
Year 2
To be able to use direct
speech.
Harry Potter excerpts
Put
“ “ at the beginning
and end of spoken words.
Use a capital letter at
the beginning of speech.
Talking Partners
Are randomly selected and they are changed on a three
weekly basis (or twice in a half term depending on term
length)
 In Key Stage 2 partners are selected for Literacy,
Numeracy and Other Subjects, in Key Stage 1 the
children keep the same partner for all subjects and
change them every two weeks.
 Talking Partners are an integral part of most lessons,
and the ownership of the lesson becomes more on the
children sharing and discussing, rather than the
teacher talking.

Talking Partners
Sharing Unit Coverage
Each term the Class look together at the
main subject in their topic e.g. History this
term.
 The teacher shares the objectives to be
covered with the class, and finds out what
the children already know, as well as asking
them what they would like to find out.
 Questions are formulated and agreed with
the class, and the planning is displayed in
the classroom, and is referred to
throughout the topic.

Sharing Unit Coverage
One way of
displaying the
objectives to be
covered could be
through forming
questions and
displaying them on
a washing line.
(Year 4/5 – Spring
2005)
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Sharing Unit Coverage
Alternatively you
could display the
actual planning in
the centre of your
topic display board,
and give the
children their own
small copy.
(Year 5/6 – Spring
2005)

Sharing Unit Coverage
Autumn 2006
Peer Evaluation
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During some lessons the children are encouraged
to mark each others work, against the lesson
objective.
This is done in a variety of ways throughout the
school ranging from verbal comments and opinions
in Key Stage 1, possibly with their Talking Partner,
through to Writing Response Sheets in Year 5/6.
When marking another pupils work the children
will use the list of success criteria to identify
successes, and suggest an area for improvement.
Teacher’s plan in time for improvements to be
made in follow up lessons.
Writing Response Sheet
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Evaluating The Explanation
Success Criteria
To write a super explanation I need to remember to:
Use a question for my title, with a question mark.
Use an opening sentence to introduce what I am going to explain.
Explain the process in time order.
Use time connectives to link the stages of the process.
Use some ‘special words’ about the topic.
Punctuate my work correctly.
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Name:
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I would like to say well done because
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I think you could improve your work by
Self 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.