 To understand the role of peer-assessment, selfassessment and self-evaluation in helping students to reflect on their learning
 To consider some strategies for use in the classroom

‘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.’
Ian Smith (2004)

 Encourages independent learning
- (active | empowered | self-reliant)
 Increases student self-esteem
 Develops the capacity to recognise quality
 Improves student understanding

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

 Assessment describes activities that enable learners to reflect on WHAT has been learnt and judge it against features of quality
 Evaluation describes the process learners use to gain an understanding of HOW they are learning – it’s about understanding themselves as learners

‘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

 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.

Learning Intention:
To use similes to create atmosphere
Features of quality:
 Compare each object to something else
 ‘like’……‘like a’
 ‘as’……..‘as a’
 ‘as though’
The Gray Day
The 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?

Learning Intention:
To use similes to create atmosphere
Features of quality:
• Compare each object to something else
• ‘like’……‘like a’
• ‘as’……..‘as a’
• ‘as though’
Fourth… provide time to read, process and respond.
The Gray Day
The 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?
‘The clouds moved overhead like the ferry crossing the sea.’

 Traffic Lights
 Thumbs Up
 Scale 1 – 5
 Graphic organisers

Self-Assessment students reflect about what they have learnt
Self-Evaluation students reflect about how they have learnt
Self-Assessment students use features of quality to assess their own work prior to the teacher marking it
Self-Evaluation students use self-evaluation questions to prompt reflection during short plenary sessions

• 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…

• 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…

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 …

 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