unit 5 peer and self assessment - amazon web...

1 Unit 5: Peer and self assessment © Crown copyright 2004

Peer and self assessment

Objectives

• To provide strategies which promote and develop peer and self assessment

• To help participants to identify opportunities to introduce these strategieswhen planning lessons

Resources

Slides 5.1–5.5

Handouts 5.1–5.4, 5.6

Handout 5.5 copied onto card and cut up

Appendix 5.1

Video sequence for this unit

Session outline

5.1 Introduction 10 minutes

5.2 Peer and self assessment in action 25 minutes

5.3 Approaches to peer and self assessment 15 minutes

5.4 Prioritising strategies for peer and self assessment 20 minutes

5.5 Ready for more? 5 minutes

Total 75 minutes

Participant groupings

Most of this unit is designed to be delivered in cross-curricular groups butsections 5.4 and 5.5 require departmental/faculty groups.

After section 5.3 participants will need to be regrouped – this will need to havebeen carefully thought through and tightly managed to avoid loss of momentumand focus.

Unit

5

2 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

5.1 Introduction 10 minutes

Show slide 5.1, which gives the objectives for the module.

Say that this unit will focus on:

• the learning benefits of involving pupils in assessing their own and theirpeers’ performances;

• providing techniques for supporting peer and self assessment.

Show slide 5.2.

Emphasise that:

• the first two bullet points refer to both teacher/pupil and pupil/pupilinteraction;

• improving feedback from pupils has opened up the need for deeperchanges in the roles and relationships between learners and their teachers(Kings, Medway and Oxfordshire Formative Assessment Project, KMOFAP);

• teachers need to allow time for this to develop, i.e. to train pupils in peerassessment, and this also needs a committed and consistent whole-schoolapproach;

• pupils should not be left to their own devices to self assess; the techniquespromoted here will enable pupils to take increasing responsibility for theirown learning and progress.

Slide 5.1

Slide 5.2


Teachers need to guide and model what is needed to ‘close the learning gap’,that is, explicitly to identify the next steps that will support bridging the gapbetween where the pupil is now and where the pupil is aiming to be. Showslide 5.3.

Say that peer and self assessment have been found to be most effective when:

• pupils are made aware of the learning objectives and expected learningoutcomes. Objectives and outcomes are a regular feature of lessons andbecome an integral part of reviewing learning rather than a ‘bolt-on’ activity;

• pupils are central in the process of identifying what they have achieved andwhat they could improve upon.

To emphasise the last bullet point, say that:

• recent research shows that pupils develop their skills in self assessmentafter initially developing their skills in peer assessment (Working inside theblack box: assessment for learning in the classroom (2002), Black, P.,Harrison, C., Marshall, B., Wiliam, D.)

• to embed effective practice in peer and self assessment requiresa considered and systematic approach by teachers. This needs to beunderpinned by a belief by both teachers and pupils that the process of self assessment supports learning.

5.2 Peer and self assessment in action 25 minutes

Tell participants that in this section they will watch a video to show how peerand self assessment is used in one lesson.

Before watching the excerpts, explain that the video shows episodes fromlesson 6 from ICT sample teaching unit 7.3. Pupils have produced an A4 leafletfor Year 6 pupils explaining the subject of ICT in the school. They then take thisinformation and reproduce the leaflet for parents.

Note for presentersBig Wood School is an 11–16 inner-city comprehensive in an area of socialdeprivation. It has below average socio-economic characteristics. There are750 pupils with 35% eligible for free school meals.

Slide 5.3


Ask participants while watching the video to note on handout 5.1 the actionsof the teacher against the aspects of peer and self assessment that are usedin the lesson.

Show the video sequence (approximately 7 minutes). Ask them also to note onhandout 5.1 the self assessment techniques used.

Allow a few minutes for pairs to discuss the responses of the pupils and howthey are actively involved in improving their work. Ask one or two groups to feedback on their discussions. Draw out the positive impact of the strategies theteacher has used and the pupil interactions arising from them.

Give out handout 5.2 (a completed version of handout 5.1), which providessome examples of the teaching strategies used.

Conclude this section by making the following points.

• The pupils in the video demonstrate skills (in relation to peer and selfassessment) that are the result of a long period of training.

• They are able to engage in self-reflection and to identify the next steps intheir learning.

• They have been given time to work out the problems.

• The pupils are also able to admit to problems without loss of self-esteem.

• The supportive atmosphere of the group situations enables this to happen.

Handout 0 cont.Handout 5.2

Video extract

Teaching strategies used Response from the pupils

The teacher: Pupils: • explains the objectives • gain a clear understanding of what they• provides a flipchart for sharing the objectives are to learn • questions pupils to check their

understanding

The teacher: Pupils:• helps pupils interpret learning outcomes in • gain a clear understanding of the standard

the context of their own work in ICT, i.e. of work that is expectedprovides a sheet with success criteria for • identify how they can improve their workfor pupils to refer to, linked to the unit of work using the given criteria

• explains the success criteria to the pupils • act as critical friends• listen to one another’s comments

The teacher: Pupils:• provides opportunities for discussion so • identify how they can improve their work

that pupils can comment on and improve • are willing to reprocess their ideastheir work • are prepared to take a risk and voice

• provides time for pupils to reflect on what their thoughtsthey have learned

The teacher: Pupils:• questions pupils in groups about their work • see more clearly what they need to do • intervenes when the discussion becomes next

unproductive and allows time for pupils to • are able to work collaboratively to think through how they tackled the task improve their work

• support each other in their work

The teacher: Pupils:• builds on responses to help the pupils take • are able to discuss next steps with each

the next steps in learning other• are better able to take their own learning

forwards• recognise what the expected standard

looks like


Video extract


The teacher: Pupils: • explains the objectives •• provides a flipchart for sharing the objectives• questions pupils to check their •

understanding •

The teacher: Pupils:• explains the success criteria to the pupils • identify how they can improve their work

using the given criteria• • act as critical friends

• •

•


that pupils can comment on and improvetheir work •

• provides time for pupils to reflect on whatthey have learned •

The teacher: Pupils:• questions pupils in groups about their work •

• •

•


the next steps in learning other

• •

• •

Handout 5.1

Handout 5.2


• The excerpts demonstrate that the school is committed to establishing anactive learning culture, which has the support and direct involvement ofsenior management.

Note for presentersStrategies for collaborative group work can be found in Literacy across thecurriculum training folder (DfEE 0235/2001), Module 7: The management ofgroup talk.

5.3 Approaches to peer and 15 minutesself assessment

Introduce participants to handout 5.3 which includes approaches to peerand self assessment and some of the key benefits. Allow 5 minutes’ readingtime and then ask them, in pairs, to identify an example of how and where peerand self assessment could be used in a lesson. It would be helpful if, within agroup, each pair focuses on a different aspect to ensure coverage (allowapproximately 5 minutes).

Then ask each group to select one example to share with the other participants(allow approximately 5 minutes for targeted feedback). List responses on aflipchart or on a slide and later have them typed and distributed to allparticipants. Give out handout 5.4 (a completed version of handout 5.3), whichprovides some suggested examples.

Hand

out 0 con

t.

Discuss, in pairs, the following types of peer and self assessment. Complete the third column and then, as a group, select one example to share with otherparticipants. You may wish to further annotate the ‘key benefits’ column.

Strategies for peer or self assessment Key benefit(s) Example of how and where it could be used in a lesson

1. Encourage pupils to listen to pupils’ responses • Pupils think about what they have notto questions and presentations made in class understoodand to ask questions on points that they do • Pupils publicly acknowledge that they can, not understand. and want to, learn from each other

• Promotes the idea of collaborative working – ‘many brains better than just one’

• Can help establish ‘working together’ protocols

2. Use examples of work from anonymous pupils • Pupils see what success looks like and explicitlyand ask their peers to suggest possible ways identify the features that make for a good pieceof improving the work and how they would of workmeet the learning outcomes. • Helps moderate shared understanding

of standards• Sets benchmarks for target setting

3. Ask pupils to use the expected outcome to • Pupils identify their own strengths and areas comment on strengths of each other’s work for developmentand to identify areas for improvement. • Pupils are sometimes more receptive to

constructive criticism from peers than from the teacher

• Helps moderate shared understanding of standards H

ando

ut 5.3

Handout 5.3

Hand

out 0 con

t.

Strategies for peer or self assessment Key benefit(s) Example of how and where it could be used in a lesson

4. Ask pupils to ‘mark’ each other’s work but • Helps pupils distinguish between learning without giving them the answers. Instead, objectives and learning outcomes (and how to ask them to find the correct answers from ‘come up with the goods’)available resources. • Helps pupils recognise a range of alternative

appropriate responses• Promotes research and independent learning

5. Ask pupils to write their own questions • Helps pupils distinguish between learning on a topic to match the expected learning objectives and learning outcomes (and how to outcomes and, in addition, provide answers ‘come up with the goods’)to others’ questions. • Helps pupils recognise a range of alternative

appropriate responses

6. Ask pupils in groups to write five questions and, • Pupils gain confidence as they create their own following whole-class discussion, identify the questions and answersbest two from each group (to generate 10–12 • Helps pupils recognise a range of alternative questions, e.g. for homework). appropriate responses

7. Ask pupils to analyse mark schemes and • Pupils are able to reflect on what the key devise their own for a specified task. aspects or ideas in a unit of work or task are,

and refine their own interpretations of requirements and possible pitfalls

• Helps pupils recognise a range of alternative appropriate responses

Hand

out 5.3 con

t.

Hand

out 0 con

t.

Strategies for peer or Key benefit(s) Example of how and where it could be self assessment used in a lesson

8. Ask pupils to decide whether • Pupils can evaluate the validity of statements they think an answer is and generalisations and discuss common reasonable, whether they mistakes and misconceptionscan add to the answer, • Helps moderate shared understanding or whether they would have of standards given another answer.

9. Encourage pupils to develop • Helps pupils focus on what they need to assessment criteria for periodic produce or demonstrate to have their assessment tasks. achievement recognised

10.Ask pupils for their level of • Pupils can identify productive areas on which confidence with a particular to focus their efforts and develop mastery of piece of work. particular concepts and skills

Hand

out 5.3 con

t.

4Handout 5.7


5.4 Prioritising strategies for 20 minutes peer and self assessment

Participants should be in departmental or faculty groups.

Hand out the cards for the ‘diamond nine’ activity which relate to the strategiesof peer or self assessment on handout 5.5. Ask each group to decide whichcard is the most important for them (i.e. which could be most usefullydeveloped), then the next two most important, then the next three, then twothat are likely to have less effect and then, finally, the one which is leastimportant.

Notes for presentersAllow 10 minutes for this activity. Circulate among the groups during thediscussion, answering queries and supporting discussions. If possible, identifyemerging differences and prepare groups to provide feedback. You might alsoask individuals to reflect on any strategies highlighted on the ‘diamond nine’cards that they have not yet developed.

Following discussion, ask each group to feed back and justify their top priorityselection. Acknowledge that differences may be found between the strategiesselected by subject groups. Where possible, target these differences and allowparticipants to discuss them.

5.5 Ready for more? 5 minutes

Use slide 5.4 and handout 5.6 to summarise the main features of the training.

Introduce participants to appendix 5.1 which provides a range of practicaltechniques used by teachers to support the development of peer and self

Hand

out 0 con

t.

Strategies for peer and self assessment


1. Encourage pupils to listen to • Pupils think about what they have • Whole-class discussion, making conjectures about comparison of pupils’ responses to questions not understood data displayed in two pie charts. Pupils respond using whiteboards and presentations • Pupils publicly acknowledge that they can, followed by episodes during which successive pupils add to ormade in class and to ask and want to, learn from each other refute explanationsquestions on points that • Promotes the idea of collaborative working – • Pupils research different alternative energy resources and make shortthey do not understand. ‘many brains better than just one’ presentations to the rest of the class about how each one works and

• Can help establish ‘working together’ its advantages and disadvantages. The teacher acts as chair and protocols takes questions from the rest of the class, feeding them to an

appropriate pupil on the presentation team

2. Use examples of work from • Pupils see what success looks like and • Pupils are given some solutions to a problem and asked to evaluate theanonymous pupils and ask explicitly identify the features that make for efficiency of the strategies chosen, to identify errors and make their peers to suggest possible a good piece of work suggestions for improvement ways of improving the • Helps moderate shared understanding • Pupils are given some background and results from a particular work and how they would of standards scientific enquiry and a set of results. Before writing their conclusionmeet the learning outcomes. • Sets benchmarks for target setting of the enquiry, pupils are shown examples written by other pupils and

discuss which is the better conclusion and why• The teacher uses a piece of work that is not perfect but is about the

standard that the pupils might achieve. Pupils work in groups, usingthe criteria to agree the level

3. Ask pupils to use the expected • Pupils identify their own strengths and areas • The whole class evaluate and revise an anonymous written draftoutcome to comment for development explanation interpreting the data given in a graph or chart. Pupils on strengths of each • Pupils are sometimes more receptive to then work in pairs and fours to draft, evaluate and jointly reviseother’s work and to identify constructive criticism from peers than from similar explanations for other chartsareas for improvement. the teacher

• Helps moderate shared understanding of standards

4. Ask pupils to ‘mark’ each • Helps pupils distinguish between learning • Pupils share their conclusions to an enquiry and discuss what mightother’s work but without objectives and learning outcomes improve each other’s workgiving them the answers. (and how to ‘come up with the goods’)Instead, ask them to find • Helps pupils recognise a range of alternative the correct answers from appropriate responsesavailable resources. • Promotes research and independent learning

Hand

out 5.4

Handout 5.4H

ando

ut 0 cont.


5. Ask pupils to write their own • Helps pupils distinguish between learning • At the end of a topic of work, the class generates its own end of topicquestions on a topic to match objectives and learning outcomes (and how ‘test’, with mark scheme using the expected outcomes for that the expected learning outcomes to ‘come up with the goods’) topic and their own books and textbooks as a resourceand, in addition, provide • Helps pupils recognise a range of alternative answers to others’ questions. appropriate responses

6. Ask pupils in groups to write five • Pupils gain confidence as they create their • A ‘checking progress activity’ at the end of an important section ofquestions and, following own questions and answers work within a topic whole-class discussion, • Helps pupils recognise a range of alternative identify the best two from each appropriate responsesgroup (to generate 10–12 questions, e.g. for homework).

7. Ask pupils to analyse mark • Pupils are able to reflect on what the key • The whole class evaluate short responses to the ‘explain’ part of a test schemes and devise their own aspects or ideas in a unit of work or task question interpreting the data given in a graph or chart. Pupils makefor a specified task. are, and refine their own interpretations a judgement as to which responses would gain the mark in the test

of requirements and possible pitfalls • The teacher sets homework then asks the class what the success• Helps pupils recognise a range of alternative criteria will be. Following completion, the work is peer-marked

appropriate responses • The teacher constructs an exemplar copy of each topic test with model answers and shows this to pupils when returning their testpapers, allowing time for pupils to compare their answers tothe model ones

8. Ask pupils to decide whether • Pupils can evaluate the validity of statements • Pupils discuss the validity of general statements, and whether theythey think an answer is and generalisations and discuss common are sometimes, always or never true, e.g. multiplication makesreasonable, whether they can mistakes and misconceptions numbers bigger, or if a square and a rectangle have theadd to the answer, or whether • Helps moderate shared understanding same perimeter, the square has the greater area, or 2n � 3 � 3 � 2nthey would have given another of standards • Pupils are shown anonymous answers to particular test and examanswer. questions and asked to improve or expand on the answer given

9. Encourage pupils to develop • Helps pupils focus on what they need to • As an extension to a starting point activity in a new topic, havingassessment criteria for periodic produce or demonstrate to have their found out what pupils already know ask them to speculate aboutassessment tasks. achievement recognised what they think they might need to learn about next

10.Ask pupils for their level of • Pupils can identify productive areas on which • The teacher asks pupils to ‘traffic light’ concepts for a particular confidence with a particular to focus their efforts and develop mastery of piece of work. Green is ‘happy’; amber is ‘not quite sure’; and redpiece of work. particular concepts and skills is ‘very unsure’. Greens can then support ambers and reds. Many

red marks mean more in-depth teaching is required

Hand

out 5.4 con

t.


assessment. Some of these may be familiar and may already be used in parts ofthe school.

Ask them to consider whether some of the techniques might support them inintroducing peer and self assessment in their teaching. Allow 5 minutes in pairsfor discussion.

Explain that the ‘Ready for more?’ section provides a number of possibleactivities that encourage teachers to trial the principles outlined in the trainingunit in their teaching.

To encourage a consistent approach in subject areas, direct participants to theSubject Development Tasks. Say that these build on the generic principles inthis training unit and are aimed at embedding this practice in a subject-specificcontext. Some of the development tasks will be long-term and need to beincorporated in the department’s improvement plan.

Emphasise that these are best coordinated by the subject leader to ensure thatthere is an agreed focus in the department for the area of development.

The subject development tasks are aimed at addressing, improving andembedding AfL within subject practice.

The tasks are designed according to the following process:

The presenter should refer to pages 13 and 14 of the Guidance for SeniorLeaders for details relating to how developments in subjects may beapproached.

Identify

Plan

Do

Review

Refine and improve practice


Slide 5.5 provides a broad summary of these tasks.

Slide 5.5


Strategies for developing pupils’ skills in peer and self assessment

There are many practical strategies used by teachers to promote thedevelopment of peer and self assessment. Here are a few.

Pupil-led plenaryWhere the common mode for the plenary of a lesson is a teacher-led discussionor summary of the lesson, an alternative approach would be to ask a small groupof pupils to remind the class of the learning objectives of a lesson. They could thenlead a discussion to review the progress pupils have made and what next stepsthey need to take.

This strategy assumes that the sharing of learning objectives and intendedlearning outcomes with pupils is already routine.

Here are a few suggestions as to how you might go about this.

1. Inform pupils that they will sometimes be asked to lead future plenaries andyou will model how this might be done.

2. Model for pupils what they might say and how this can be used to find outwhat pupils have learned and what they need to develop.

3. Inform any group of pupils in advance before asking them to help lead aplenary session.

4. In each session where pupils are asked to share the lead of a plenaryensure that their confidence continues to be built upon.

5. Ask pupils to discuss briefly in groups whether they agree with anysummaries given by the pupil group.

6. Invite pupils to offer additional and complementary points.

7. Ensure that pupils leading a plenary receive your full, tactful back-up andsupport.

‘Traffic lights’Teacher trains pupils to indicate directly on their work to what extent they feelthey have achieved the learning objective of the task and how secure they arein their learning.

• Green – achieved, confident (go ahead)

Appendix 5.1


• Amber – some progress, elements of success, some uncertainty (seek advice)

• Red – not achieved, confused (alert teacher)

This helps teachers identify early warnings of difficulty and encourages pupils tobe proactive in seeking help.

‘Thumbs up’This is a quick strategy for gauging pupil response – pupils show thumbs up,sideways or down to indicate their perception of their achievement.

• Thumbs up – confident they have achieved what was expected

• Thumbs sideways – some way there, but could achieve more

• Thumbs down – little progress towards achieving

Self-assessment using generic prompt questionsThis helps to develop the skill of pupils regularly reviewing their own work and thework of others. Teachers can display and use the prompt questions below.

• What areas of your work do you think could be improved and why?

• What did you find hardest and where can you get help?

A learning diaryPupils, on a regular basis (e.g. every third lesson), review their own progress inrelation to their targets.

In the first instance the teacher should use generic questions that pupils useregularly to develop their skills of reviewing their learning through keeping a diary.

Examples of diary prompts• What we did in (subject) this week

• What I have found out/learned this week

• What do I need to focus on next?

• What have I done well this week?

Appendix 5.1 cont.


Unit 5 – Peer and self assessment

PowerPoint slides


Handout 0 cont.Slide 5.1

Objectives

• To provide strategies which promote and developpeer and self assessment

• To help enable participants to identifyopportunities to introduce these strategies whenplanning lessons



Roles and responsibilities

• Teachers and pupils assess progress towardsachieving a lesson’s learning outcomes

• Teachers and pupils provide each other withinformative feedback regarding progress

• Teachers are responsible for planning opportunitiesfor pupils to reflect on their progress and to respondto feedback from their teachers and their peers

• Pupils are responsible for acting upon feedbackfrom their teachers and their peers



Effective peer and self assessment

Key requirements in developing these skills:

• Expected learning outcomes must be explicit andtransparent to pupils

• Pupils need to be able to identify when they havemet some or all of the success criteria

• Pupils need to be taught the skills of collaborationin peer assessment

• Pupils need to be able to assess their own progressto become more independent learners



Implications for teaching

To develop peer and self assessment, teachersneed to:

• train pupils over time to assess their own workand the work of others

• plan peer and self assessment opportunitiesin lessons

• explain the learning objectives and intendedoutcomes behind each task

• guide pupils to identify their next steps

• frequently and consistently encourage pupils’ self-reflection on their learning

• plan opportunities and time to allow pupils to do it



Ready for more?

• In your department, identify existing and potentialpeer and self assessment opportunities from thescheme of work for a year group or unit.

• Within the next half-term, plan opportunities andexperiment with a variety of types of peer and selfassessment using some of the techniques outlinedin appendix 5.1.

• Agree a review meeting, which focuses on the gainsmade in pupils’ learning.

• Select a subject-specific task or activity thatenables pupils to evaluate their own performance.

• Agree the criteria for assessment with pupils, theprinciples for how they should assess and, initially,model how you would expect them to do it.

• Observe them assessing their work and providefeedback on how well they did it and how they mightimprove it in the future.



Video extract


The teacher: Pupils: • explains the objectives •• provides a flipchart for sharing the objectives• questions pupils to check their •

understanding •

The teacher: Pupils:• explains the success criteria to the pupils • identify how they can improve their work

using the given criteria• • act as critical friends

• •

•


that pupils can comment on and improvetheir work •

• provides time for pupils to reflect on whatthey have learned •

The teacher: Pupils:• questions pupils in groups about their work •

• •

•


the next steps in learning other

• •

• •



Video extract


The teacher: Pupils: • explains the objectives • gain a clear understanding of what they• provides a flipchart for sharing the objectives are to learn • questions pupils to check their

understanding

The teacher: Pupils:• helps pupils interpret learning outcomes in • gain a clear understanding of the standard

the context of their own work in ICT, i.e. of work that is expectedprovides a sheet with success criteria for • identify how they can improve their workfor pupils to refer to, linked to the unit of work using the given criteria

• explains the success criteria to the pupils • act as critical friends• listen to one another’s comments


that pupils can comment on and improve • are willing to reprocess their ideastheir work • are prepared to take a risk and voice

• provides time for pupils to reflect on what their thoughtsthey have learned

The teacher: Pupils:• questions pupils in groups about their work • see more clearly what they need to do • intervenes when the discussion becomes next

unproductive and allows time for pupils to • are able to work collaboratively to think through how they tackled the task improve their work

• support each other in their work


the next steps in learning other• are better able to take their own learning

forwards• recognise what the expected standard

looks like


Handout 0 cont.

Dis

cuss

, in

pairs

, the

follo

win

g ty

pes

of p

eer a

nd s

elf a

sses

smen

t. C

ompl

ete

the

third

col

umn

and

then

, as

a gr

oup,

sel

ect o

ne e

xam

ple

to s

hare

with

oth

erpa

rtic

ipan

ts. Y

ou m

ay w

ish

to fu

rthe

r ann

otat

e th

e ‘k

ey b

enef

its’ c

olum

n.

Str

ateg

ies

for

pee

r o

r se

lf as

sess

men

tK

ey b

enef

it(s

)E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

1.E

ncou

rage

pup

ils to

liste

n to

pup

ils’ r

espo

nses

•

Pup

ils th

ink

abou

t wha

t the

y ha

ve n

otto

que

stio

ns a

nd p

rese

ntat

ions

mad

e in

cla

ss

unde

rsto

odan

d to

ask

que

stio

ns o

n po

ints

that

they

do

•P

upils

pub

licly

ack

now

ledg

e th

at th

ey c

an,

not u

nder

stan

d.

and

wan

t to,

lear

n fro

m e

ach

othe

r•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

•C

an h

elp

esta

blis

h ‘w

orki

ng to

geth

er’ p

roto

cols

2.U

se e

xam

ples

of w

ork

from

ano

nym

ous

pupi

ls

•P

upils

see

wha

t suc

cess

look

s lik

e an

d ex

plic

itly

and

ask

thei

r pee

rs to

sug

gest

pos

sibl

e w

ays

iden

tify

the

feat

ures

that

mak

e fo

r a g

ood

piec

eof

impr

ovin

g th

e w

ork

and

how

they

wou

ld

of w

ork

mee

t the

lear

ning

out

com

es.

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

•S

ets

benc

hmar

ks fo

r tar

get s

ettin

g

3.A

sk p

upils

to u

se th

e ex

pect

ed o

utco

me

to

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s co

mm

ent o

n st

reng

ths

of e

ach

othe

r’s w

ork

for d

evel

opm

ent

and

to id

entif

y ar

eas

for i

mpr

ovem

ent.

•P

upils

are

som

etim

es m

ore

rece

ptiv

e to

co

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

th

e te

ache

r•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

of

sta

ndar

ds

Handout 5.3


Handout 0 cont.

Str

ateg

ies

for

pee

r o

r se

lf as

sess

men

t K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

4.A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

wor

k bu

t •

Hel

ps p

upils

dis

tingu

ish

betw

een

lear

ning

w

ithou

t giv

ing

them

the

answ

ers.

Inst

ead,

ob

ject

ives

and

lear

ning

out

com

es (a

nd h

ow to

as

k th

em to

find

the

corr

ect a

nsw

ers

from

‘c

ome

up w

ith th

e go

ods’

)av

aila

ble

reso

urce

s.•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

5.A

sk p

upils

to w

rite

thei

r ow

n qu

estio

ns

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

on a

topi

c to

mat

ch th

e ex

pect

ed le

arni

ng

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

to

outc

omes

and

, in

addi

tion,

pro

vide

ans

wer

s ‘c

ome

up w

ith th

e go

ods’

)to

oth

ers’

que

stio

ns.

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e ap

prop

riate

resp

onse

s

6.A

sk p

upils

in g

roup

s to

writ

e fiv

e qu

estio

ns a

nd,

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r ow

n fo

llow

ing

who

le-c

lass

dis

cuss

ion,

iden

tify

the

ques

tions

and

ans

wer

sbe

st tw

o fro

m e

ach

grou

p (to

gen

erat

e 10

–12

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e qu

estio

ns, e

.g. f

or h

omew

ork)

. ap

prop

riate

resp

onse

s

7.A

sk p

upils

to a

naly

se m

ark

sche

mes

and

•

Pup

ils a

re a

ble

to re

flect

on

wha

t the

key

de

vise

thei

r ow

n fo

r a s

peci

fied

task

.as

pect

s or

idea

s in

a u

nit o

f wor

k or

task

are

, an

d re

fine

thei

r ow

n in

terp

reta

tions

of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e ap

prop

riate

resp

onse

s

Handout 5.3 cont.


Handout 0 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

self

asse

ssm

ent

used

in a

less

on

8.A

sk p

upils

to d

ecid

e w

heth

er•

Pup

ils c

an e

valu

ate

the

valid

ity o

f sta

tem

ents

th

ey th

ink

an a

nsw

er i

san

d ge

nera

lisat

ions

and

dis

cuss

com

mon

re

ason

able

, whe

ther

the

y

mis

take

s an

d m

isco

ncep

tions

can

add

to th

e an

swer

, •

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

or

whe

ther

they

wou

ld h

ave

of s

tand

ards

gi

ven

anot

her a

nsw

er.

9.E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

as

sess

men

t crit

eria

for p

erio

dic

pr

oduc

e or

dem

onst

rate

to h

ave

thei

r as

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d

10.A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

part

icul

ar c

once

pts

and

skills

Handout 5.3 cont.


Handout 0 cont.

Str

ate

gie

s fo

r peer

and s

elf

ass

ess

ment

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

self

asse

ssm

ent

used

in a

less

on

1.E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

•

Who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

on o

f pu

pils

’ res

pons

es to

que

stio

ns

not u

nder

stoo

dda

ta d

ispl

ayed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

mad

e in

cla

ss a

nd to

ask

and

wan

t to,

lear

n fro

m e

ach

othe

rre

fute

exp

lana

tions

ques

tions

on

poin

ts th

at•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tth

ey d

o no

t und

erst

and.

‘man

y br

ains

bet

ter t

han

just

one

’pr

esen

tatio

ns to

the

rest

of t

he c

lass

abo

ut h

ow e

ach

one

wor

ks a

nd

•C

an h

elp

esta

blis

h ‘w

orki

ng to

geth

er’

its a

dvan

tage

s an

d di

sadv

anta

ges.

The

teac

her a

cts

as c

hair

and

prot

ocol

sta

kes

ques

tions

from

the

rest

of t

he c

lass

, fee

ding

them

to a

nap

prop

riate

pup

ilon

the

pres

enta

tion

team

2.U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent

way

s of

impr

ovin

g th

e •

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

•

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

wor

k an

d ho

w th

ey w

ould

of

sta

ndar

dssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nm

eet t

he le

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy•

The

teac

her u

ses

a pi

ece

of w

ork

that

is n

ot p

erfe

ct b

ut is

abo

ut th

est

anda

rd th

at th

e pu

pils

mig

ht a

chie

ve. P

upils

wor

k in

gro

ups,

usi

ngth

e cr

iteria

to a

gree

the

leve

l

3.A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

on s

tren

gths

of e

ach

•

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

seot

her’s

wor

k an

d to

iden

tify

cons

truc

tive

criti

cism

from

pee

rs th

an fr

om

sim

ilar e

xpla

natio

ns fo

r oth

er c

hart

sar

eas

for i

mpr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4.A

sk p

upils

to ‘m

ark’

eac

h •

Hel

ps p

upils

dis

tingu

ish

betw

een

lear

ning

•

Pup

ils s

hare

thei

r con

clus

ions

to a

n en

quiry

and

dis

cuss

wha

t mig

htot

her’s

wor

k bu

t with

out

obje

ctiv

es a

nd le

arni

ng o

utco

mes

im

prov

e ea

ch o

ther

’s w

ork

givi

ng th

em th

e an

swer

s.(a

nd h

ow to

‘com

e up

with

the

good

s’)

Inst

ead,

ask

them

to fi

nd

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e th

e co

rrec

t ans

wer

s fro

m

appr

opria

te re

spon

ses

avai

labl

e re

sour

ces.

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4


Handout 0 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

self

asse

ssm

ent

used

in a

less

on

5.A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t th

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)to

pic

and

thei

r ow

n bo

oks

and

text

book

s as

a re

sour

cean

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6.A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ at t

he e

nd o

f an

impo

rtan

t sec

tion

ofqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

wor

k w

ithin

a to

pic

w

hole

-cla

ss d

iscu

ssio

n,

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e id

entif

y th

e be

st tw

o fro

m e

ach

appr

opria

te re

spon

ses

grou

p (to

gen

erat

e 10

–12

ques

tions

, e.g

. for

hom

ewor

k).

7.A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

of re

quire

men

ts a

nd p

ossi

ble

pitfa

lls•

The

teac

her s

ets

hom

ewor

k th

en a

sks

the

clas

s w

hat t

he s

ucce

ss•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

crite

ria w

ill be

. Fol

low

ing

com

plet

ion,

the

wor

k is

pee

r-m

arke

dap

prop

riate

resp

onse

s•

The

teac

her c

onst

ruct

s an

exe

mpl

ar c

opy

of e

ach

topi

c te

st w

ith

mod

el a

nsw

ers

and

show

s th

is to

pup

ils w

hen

retu

rnin

g th

eir t

est

pape

rs, a

llow

ing

time

for p

upils

to c

ompa

re th

eir a

nsw

ers

toth

e m

odel

one

s

8.A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

add

to th

e an

swer

, or w

heth

er

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

sam

e pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

they

wou

ld h

ave

give

n an

othe

rof

sta

ndar

ds

•P

upils

are

sho

wn

anon

ymou

s an

swer

s to

par

ticul

ar te

st a

nd e

xam

answ

er.

ques

tions

and

ask

ed to

impr

ove

or e

xpan

d on

the

answ

er g

iven

9.E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext

10.A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘

very

uns

ure’

. Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d

Handout 5.4 cont.



Cards for ‘diamond nine’ activity

Handout 5.5

Encourage pupils to listen to pupils’responses to questions andpresentations made in class and toask questions on points that they donot understand.

Use examples of work fromanonymous pupils and ask their peersto suggest possible ways of improvingthe work and how they would meetthe learning outcomes.

Ask pupils to use the expectedoutcome to comment on strengths ofeach other’s work and to identifyareas for improvement.

Ask pupils to ‘mark’ each other’s workbut without giving them the answers.Instead, ask them to find the correctanswers from available resources.

Ask pupils to write their ownquestions on a topic to match theexpected learning outcomes and,in addition, provide answers toothers’ questions.

Ask pupils in groups to write fivequestions and, following whole-classdiscussion, identify the best two fromeach group (to generate 10–12questions, e.g. for homework).

Ask pupils to analyse mark schemesand devise their own.

Ask pupils to decide whether theythink an answer is reasonable,whether they can add to the answer,or whether they would havegiven another answer.

Ask pupils for their confidence levelwith a particular piece of work.

Encourage pupils to develop learningoutcomes for units of work.


Implications for teaching

To develop peer and self assessment teachers need to:

• train pupils over time to assess their work and the work of others

• plan for peer and self assessment opportunities in their lessons

• systematically explain the learning objectives, outcomes andcontributing success criteria behind each task

• guide pupils to identify their next steps

• frequently and consistently encourage pupils’ self-reflection on their learning

• plan opportunities and time to allow pupils to do it

Handout 5.6

1 Assessment for learning Unit 5: Developing peer and self assessment in A&D © Crown copyright 2004

Developing peer and selfassessment in art and design

Following the training in the generic unit Peer and self assessment, it is important to consider how the key messages of the training apply to art anddesign. As part of the whole-school focus on this, the following subjectdevelopment material is intended to help you consider the key messages of thetraining unit and identify any areas requiring development in your department.

The following is a brief summary of the training unit.

Objectives

• To provide the strategies that promote and develop peer and selfassessment.

• To help participants to identify opportunities to introduce or extend thesestrategies when planning lessons.

Key messages

• To develop skills in peer and self assessment, learning objectives andintended learning outcomes must be made explicit and transparent topupils. This will help to ensure that pupils are able to identify when they havemet some or all of the success criteria.

• Sharing learning objectives and outcomes must be a regular feature oflessons and become an integral part of reviewing learning rather than a‘bolt-on’ activity.

• Pupils develop their skills in self assessment after initially developing theirskills in peer assessment and therefore pupils need to be taught the skills ofcollaboration in peer assessment. This will help pupils to assess their ownprogress objectively and become increasingly independent learners.

• To develop peer and self assessment in the classroom, teachers will need to:– plan peer and self assessment opportunities in lessons– train pupils over time to assess their own work and the work of others– explain the learning objectives and intended learning outcomes behind

each task– frequently and consistently encourage pupils’ self-reflection on their

learning– guide pupils to identify their next steps.

The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach art and design.

Unit

5


Reviewing existing practice in peer and self assessment

The table below provides a tool for a department to self-review current practiceand to help identify an appropriate starting point.

As a department, agree and highlight the statements below that best reflect thepractice of the whole department. At the bottom of each column is a referenceto the tasks that will support your current practice and provide the appropriatematerial to develop from this point.

Having completed this review you should read ‘Making effective use of thesubject development material’ on the next page.

Focusing

There is no whole-schoolapproach that enhancesand promotes the use ofpeer and self assessmentto raise standards.

The subject leader hasidentified where: • planning does not

focus on learningobjectives and doesnot identify expectedoutcomes so pupilslack the informationthey need to peerassess and self-assesstheir work

• teacher feedback doesnot relate directly tolearning objectives andoutcomes so peer andself assessmentdiscussions tend tolack focus and areunproductive.

The subject leader hasidentified that:• pupils lack the skills

and dispositions forpeer and selfassessment andstruggle to provideconstructive feedbackto each other

• peer assessmentdiscussions lack focusas pupils cannot judgethe strengths andweaknesses of theirwork.

Start with Task 5A

Developing

The department isbeginning tocollaboratively plan forpeer and self assessment.

Learning objectives andoutcomes are madeexplicit and transparent toenable peer and selfassessment.

Practice is variable acrossthe department. Someteachers lack theconfidence to providepeer assessmentopportunities.

Pupils are beginning toassess their own work andthat of their peers againstthe learning objectivesand learning outcomes.

They are gainingconfidence in paired andgroup discussion and arebeginning to provideconstructive feedback.

Start with Task 5B

Establishing

Departmentscollaboratively andcentrally plan for peer andself assessmentopportunities.

Teachers provide successcriteria which enablepupils to assess their workand to recognise thestandards they are aimingfor in the subject.

Teachers routinely selectfrom a range of peer andself assessment strategiesand use them withincreasing confidence.

Time is provided for pupilsto reflect independently orcollaboratively on whatthey have learned andhow they have learned.

Teachers train pupils towork effectively in groupdiscussions and modelhow to give constructiveand informative feedback.

Pupils can use successcriteria to improve theirown work and that of theirpeers and can recognisethe standards they areaiming for in the subject.

Pupils are increasinglyconfident in assessingtheir own work andprovide informative andconstructive feedback toothers.

Start with Task 5B or 5C

Enhancing

There is an effective,coherent and manageablewhole-school system forpromoting self assessmentand peer assessment.Whole-school collaborativeplanning enables successcriteria for cross-curricularinitiatives to be identifiedand used for peer and selfassessment.

Teachers work with pupilsto identify success criteriarelated to progress in thekey concepts and skills forthe subject.

Teachers orchestrate andmaintain pupil dialoguewith timely intervention toaccelerate understandingand develop independentlearning.

Teachers continue toexplore with pupils howthey learn most effectivelyand how they can applythis.

Pupils can independentlyidentify how to move theirlearning forward.

Pupils are able to relatesuccess criteria toprogression in the subject.

Pupils are able to apply anunderstanding of howthey learn to make betterprogress in differentcontexts.

Pupils can engage inextended and focuseddialogue about theirlearning.

Start with Task 5C

Teac

hers

Pup

ils


Making effective use of the subject developmentmaterial

The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in art and design and provideguidance on how to embed this into regular practice in art and design lessons.

The results of the self-review will have suggested the appropriate task(s) that willsupport your department’s development needs.

To make best use of the supporting material the following sequence will behelpful.

1 Read the task and the supporting exemplification.

This describes how a department has approached the task and workedthrough each of its stages. It is given as an example of how the task might beaddressed. It is not intended that you follow this approach, which is given as aguide to the process that will support improvements in your subject.

2 Identify what the department did and the impact it had on pupils.

Discuss as a team the example provided and establish the key areas thathelped to develop this practice and the impact it had on pupils. It will be helpfulto identify the changes in teachers’ practice and how these impacted on pupils’learning.

3 Agree and plan the actions that will develop your practice.

As a department, agree how you intend to approach this task. Clarify what you are focusing on and why. The example given will act as a guide, but bespecific about which classes, which lessons and which aspects of thecurriculum will be your points of focus.

4 Identify when and how you will evaluate its impact on pupils.

The purpose of focusing on this is to improve pupils’ achievement andattainment in art and design. You will need to be clear on what has helpedpupils to learn more effectively in your subject. Part of this will be how yourpractice has adapted to allow this. You should jointly identify what has workedwell and which areas require further attention.

5 Having evaluated these strategies, consider what steps arerequired to embed this practice.

You will need to undertake an honest evaluation of what you have tried and theimpact it has had on your teaching and on pupils’ learning. One outcome mightbe that you need to spend longer on improving this area or you may be in aposition to consider the next task.

Other departments in the school will have been focusing on this area and youshould find out about the progress they have made.

You may find that some teachers in the department will require further time todevelop and consolidate new practice, while others will be ready to progressfurther through the tasks in this area (while continuing to support theircolleagues). Practice across a department will need to be consolidated beforefocusing on a new area of Assessment for learning.


The subject development tasks

The following pages provide exemplification of each task.

Task 5A

With a colleague, plan and observe one of each other’s lessons which hasan agreed focus on peer and self assessment and uses one of thestrategies on handout 5.4 in the generic unit (see appendix 5A.1).

Jointly review your lessons and highlight the impact on pupils and yourteaching.

Plan how and when this will be fed back to the department.

Task 5B

In your department, identify existing and potential peer and self assessmentopportunities from the scheme of work for a year group or unit.

Within the next half term, plan opportunities and experiment with a variety oftypes of peer and self assessment using some of the techniques outlined inappendix 5.1 in the generic unit.

Agree a review meeting that focuses on the gains made in pupils’ learning.

Select some that had most impact on pupils and incorporate these into themedium-term plans.

Task 5C

Select a subject-specific task or activity that enables pupils to evaluate theirown performance.

Agree the criteria for assessment with pupils, the principles for how theyshould assess and, initially, model how you would expect them to do it.

Observe them assessing their work, and provide feedback on how well theydid and how they might improve in the future.

If peer and self assessment is well established, arrange to interview a smallgroup of pupils to determine their response to those strategies (handout5.4 in the generic unit, see appendix 5A.1) and how they help them to learnmore effectively.


Task 5A

With a colleague, plan and observe one of each other’s lessons whichhas an agreed focus on peer and self assessment and uses one of thestrategies on handout 5.4 in the generic unit (see appendix 5A.1).



Context

Two members of the art department agreed, as part of the ongoingimprovements in teaching and learning in the school, to develop a Year 7project adapted from the QCA unit of work 7B, What’s in a building? They wereeager to develop their pupils’ understanding of space and form in three-dimensional artwork, as well as building on their Key Stage 2 experience ofpattern shape and texture.

Process

They wanted to give equal emphasis to the pupils’ developing ability to criticallyappraise their own work and use their own insights to inform their next steps.

In one class there were 28 pupils – 18 working beyond level 4, including fourworking at level 7 in art and design. Ten pupils were working at level 3. Theteacher’s assessment of pupils’ learning was based on their capacity todevelop artwork independently, supported by the ability to comment on andanalyse artwork.

The learning objectives for the unit were as follows

• We are learning to select and identify the different features in architectureand the purposes they serve.

• We are learning how to identify the visual elements of the observed world.

• We are learning how to record and develop our observations and ideas.

Learning objectives for lesson 1, week 1

• We will understand how to use our sketchbooks to record our observationsof and ideas about architecture.

• We will find out why some buildings look the way they do.

The teachers’ introduction to the lesson

The teachers made use of slides and posters to introduce images of vernaculararchitecture. They modelled a framework for describing the architecture, askingkey (open) questions to encourage their pupils to reflect on the imagery.

• Why does this look like this? (decoration/style)

• What is this for? (use/function)

• In what way does this answer human need? (reinforcement of the learningobjective)


The teachers referred to specialist vocabulary displayed on the art room walland reminded pupils of its use in previous work. They encouraged them to usewords that supported their understanding of the visual world. For example:• tone• asymmetrical• symmetrical• form• composition• texture• primary colour• secondary colour• tertiary colour.

The main activity

The pupils were set to work together and were provided with folders thatcontained architectural images. The four most-able pupils worked in pairs inorder to maximise their potential and provide exemplar approaches for furtherlessons. Level 3 and level 4 pupils were paired together to support one another.This was not only to encourage progress by the less-able in each pair but alsoto challenge the higher attainers. The teacher monitored their work to gauge therelative progress of each pairing. Other group combinations were introduced asappropriate.

They were asked to do the following:• use the framework for describing architecture, as modelled by the teacher,

in a discussion to support their choice of certain images and features• make drawings, diagrams, plans and notes in their sketchbooks, using the

framework for describing the architecture, with particular attention given todecorative and structural features and their significance

• share views on the way they are using their sketchbooks to record visualinformation and thoughts as well as on the way they are learning. Forexample, are they more worried about presentation, neatness and pleasingthe teacher than exploring their own creativity?

Pupils were told that the main activity would link to their homework and that thiswould involve them applying the same skills to their direct experiences andobservations of chosen local buildings.

Process exemplification

The teacher moved among the groups, picking up issues raised and sharingthem with the whole class as appropriate. The pupils were learning to read theimagery in terms of colour, shape, composition, line, pattern and texture.

The teacher reminded pupils of the way previous speaking and listeningactivities enabled them to share their understanding of colour in a previoushomework about the domestic interior. For example, they were encouraged toshare their views on the way that pattern had been used in two very differentbuildings.


During the feedback session, pupils shared what they had discovered aboutbuildings. They presented their findings to the rest of the group, explaining boththe process they had followed in producing their work and the elements of thepeer relationship that supported their learning. They explained the progressthey had made in relation to the objective and offered examples of the thingsthat their peer had told them they needed to improve. The whole class wasinvited to offer its views on the success and drawbacks of the experiences ofdifferent peer groupings. This discussion was prompted by teacher questionssuch as ‘What sort of questions helped you to develop your ideas?’ and ‘Whichwere not helpful?’

Evaluation

The teachers jointly evaluated the effectiveness of the unit, with particularreference to pupils’ development of their understanding of space and form inthree-dimensional artwork. This exercise led to the identification ofimprovements to their lesson planning and organisation to enable effective peerand self assessment to take place. This was then shared with the departmentand was supported with their short video excerpts of pupil discussions.


Task 5B

In your department, identify existing and potential peer and self assessment opportunities from the scheme of work for a year group or unit.

Within the next half term, plan opportunities and experiment with avariety of types of peer and self assessment using some of thetechniques outlined in appendix 5.1 in the generic unit.

Agree a review meeting that focuses on the gains made in pupils’learning.

Select some that had most impact on pupils and incorporate these intothe medium-term plans.

Context

Another two members of the department decided to develop a Year 8 projectadapted from QCA unit 8A, Objects and viewpoints. The focus of the projectwas to develop the ability to select and abstract the qualities of shapes in thecreation of a painted composition.

Pupils had already been introduced to the work of Picasso and Braque and hadexplored how these artists challenged accepted conventions in European Art toencourage the viewer to see the world in a new way.

In addition, the teachers, as a consequence of attending a training dayorganised by the school’s literacy coordinator, were eager to develop their Year 8 pupils’ use of subject-specific vocabulary.

Process

The teachers decided to develop peer and self assessment activities to be usedduring whole-class reviews of homework. These extended their pupils’ use ofsubject-specific language and encouraged the sharing of methods andapproaches. The teachers also wished to build on the use of key vocabulary inthe pupils’ assessment of their own and their peers’ work. In their classes, therewere 28 and 30 pupils respectively, with approximately two-thirds workingbetween levels 5 and 7. The remaining third of pupils were working towardslevel 5 with a minority working at level 4.

The learning objectives for lesson 2, week 2 were as follows:• We are learning to use subject specific language to describe how we

developed our work.• We are learning to evaluate how effectively materials, methods and

approaches have been used.• We are learning to set new targets for the development of our work.

The teachers’ classes had both completed Unit 3, Objective led lessons, andunderstood the purpose and importance of sharing learning outcomes withpupils. As a consequence they decided that the learning outcomes would beas follows:• We are learning to describe our work and set new targets for its

development.


• We are developing the ability to use specialist vocabulary to describeartwork and identify ways in which it can be improved.


The teachers reminded their pupils of the homework task and used slides andposters to encourage them to identify the key techniques and artisticconventions they were asked to explore.

• Why did the Cubists encourage us to look at objects in a different way?(perspective)

• How did the Cubists borrow forms and ideas from other cultures? (African sculpture)

• How did the Cubists use line, tone, shape and texture? (the language of art)

Pupils were encouraged to make use of the key vocabulary displayed on the artroom wall.

The main activity

The peer review took place during the middle part of the lesson, and while theclass was working the teacher collected sketchbooks, selecting a cross-section of abilities and approaches. The pupils’ names were covered up andthe work was then laid out on a large table. In pairs, the pupils were asked tolook at the displayed work. The teacher made a conscious decision to pair able pupils with less-able pupils to ensure the less-able members of the groupinteracted with those pupils who were better at modelling the use of specialistvocabulary. They were encouraged to revisit the learning outcome and focustheir minds on how they would describe the work and what advice they couldgive for its future development.

During the group review, pupils were encouraged to:• identify what success looks like and describe what they feel makes a good

piece of work• use specialist language to analyse the Cubist techniques that have been

used, such as the use of unusual angles, multiple views of one object andstrong contrasts of light and dark

• identify any unusual approaches that have been employed• explore the use of different styles, e.g. dark, dramatic or angular lines• identify how work can be improved.


The teacher moved among the group, asking questions to evaluate pupils’understanding and to provide feedback that, where necessary, redefined andexplained the task. The teacher modelled the use of specialist vocabulary,encouraging the pupils to share their observations and extend their use oflanguage in the description of what they saw. They were reminded of how theyhad used language in the past to describe visual imagery, and reference wasmade to the key vocabulary displayed on the art room wall.


During a whole-class feedback activity in the last five minutes of the lesson,pupils were encouraged to reflect on the peer review activity they hadcompleted.

Finally, during the plenary they were asked to write down, on the page facingtheir homework, three areas of strength and three areas for improvement thatthey identified in their own work. They were then told to develop their drawingsfor a further week in response to the issues they and others had identified,building on their strengths and adopting the good features of the work they hadseen earlier in the lesson when focusing on areas for development.

Evaluation

The two teachers evaluated the effectiveness of the unit, with particularreference to the pupils’ developing ability to select and abstract the qualities ofshapes in the creation of a painted composition. They supported theirevaluation with a short video of their discussions with small groups of pupilswho had been assessing each other’s work. This was shared with the wholedepartment at one of their programmed meetings.


Task 5C

Select a subject-specific task or activity that enables pupils to evaluatetheir own performance.

Agree the criteria for assessment with pupils, the principles for howthey should assess and, initially, model how you would expect them to do it.

Observe them assessing their work, and provide feedback on how wellthey did and how they might improve in the future.

If peer and self assessment is well established, arrange to interview asmall group of pupils to determine their response to those strategies(handout 5.4 in the generic unit, see appendix 5A.1) and how they helpthem to learn more effectively.

Context

One of the department, on behalf of her colleagues, agreed to pilot a Year 9project adapted from QCA unit 9B, Change your style. The project wasdesigned to link to a recent museum visit, and focused on pupils’ knowledge,understanding and use of decorative and applied arts from other cultures. Theteacher was keen to use exemplar materials from a year group who had alreadycompleted the project, as this enabled her to illustrate the learning objectiveswith a range of approaches and outcomes.

In her class of 28 pupils, 14 were working beyond level 6 and eight wereworking towards level 5. A teaching assistant supported a small group of sixpupils who were working towards level 4. She used the levels diagnosticallyand, in confidence, to ensure that pupils were supported, challenged andengaged at an appropriate level.

Process

During the museum visit, pupils were encouraged to make annotated drawingsthat could be used as a reference for later work. For a number of lessonsfollowing the visit, the teacher encouraged her pupils to evaluate their work andconsider how it might be used in the creation of a design for body adornment.

The learning objectives for lesson 3, week 3 were as follows:• We are learning to explore a preferred style or styles.• We are learning to analyse the visual and tactile quality of materials.• We are learning to develop an idea from a number of sources to create a

personal design.

The teacher was aware of the importance of learning objectives in thedevelopment of self assessment and understood that pupils require cleartargets against which they can measure their progression and attainment. Tothis end, the department developed ‘pupil friendly’ level statements againstwhich pupils were able to measure their own achievement, as the examplesbelow show.


Learning outcomes for this lesson were as follows (words in bold indicate keyaspects for progression identified by the teacher).

• Level 5: You can discuss and describe the work and techniques of artistsand designers and recognise how work is produced in different ways tomeet different needs.

• Level 6: You can discuss, judge and describe the work and techniques ofartists and designers and recognise how work is produced in different waysto meet different needs.

• Level 7: You can discuss, judge, describe and use the work and techniquesof artists and designers and recognise how work is produced in differentways to meet different needs.

The teacher’s introduction to the lesson

The teacher made use of sketchbook investigations produced by a previousYear 9 class and encouraged her pupils to identify the strengths of the work,using key subject vocabulary to explore the techniques and approaches thatwere employed. Using the exemplar materials, she emphasised the key skillsand outcomes she was looking for and matched the level descriptors to specificpieces of work. The session took place with the pupils sitting around a largetable. They were encouraged to share their views on the work, i.e. how keyfeatures link to art and design level descriptors.

The main activity

The pupils were asked as individuals to review the work that they completedduring their visit to the museum and to add further notes and drawings so theycould communicate their answers to the following questions.

• Why did you choose a specific style or styles?

• How have you been influenced by work in different styles and from differentcultures?

• Where have most of your ideas come from and how have you developedthem?

• What would be the next stage in the development of your ideas and work?(To complete this task they were encouraged to look at the level descriptorsdisplayed on the art room walls.)

During this exercise, the teaching assistant, as previously agreed with theteacher, supported the less-able pupils, focusing them on the key words thatthe teacher had introduced and discussing with them how the task had beencompleted in the exemplar materials on display.

Process exemplification, lessons 3, 4 and 5

Over a series of lessons pupils were seen by the teacher and asked to explaintheir responses to the four evaluation tasks that were set. She encouragedthem to reflect on their work, asking open questions that focused on how theyhad developed their ideas. For example, the pupils were asked to review theiruse of techniques and media when representing different materials and


surfaces. The teacher reminded each pupil of the four learning objectives andused the ‘pupil friendly’ level statements as a means of measuring each pupil’smovement towards the learning goal. During the course of each conversation,she added value to their thinking with a conscious teaching strategy that wasdesigned to close the gap between the learning target and their current state ofknowledge.

Throughout the project, pupils were encouraged in class to develop theirsketchbook work to support the evolution of their finished designs, andhomework reviews were completed at regular intervals to support this activity(see subject development Task 5B).

Evaluation

The teacher evaluated the effectiveness of the unit, with particular reference topupils’ use of techniques and materials. This exercise led to the identification ofimprovements to planning, which was then shared with the department throughthe pencilled annotation of documentation.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.

1 Assessment for learning Unit 5: Developing peer and self assessment in D&T © Crown copyright 2004

Developing peer and selfassessment in design andtechnology

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to design andtechnology. As part of the whole-school focus on this, the following subjectdevelopment material is intended to help you consider the key messages of thetraining unit and identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach design and technology.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in D&T and provide guidance on howto embed this into regular practice in D&T lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in design and technology. You will need to be clear on what hashelped pupils to learn more effectively in your subject. Part of this will be howyour practice has adapted to allow this. You should jointly identify what hasworked well and which areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

Sally and John decided to develop a Year 7 project based on the QCA unit ofwork 7B Understanding materials, with a focus on textiles.

Process

They were eager to develop their pupils’ understanding of the properties ofmaterials and how to apply this understanding when designing with textiles.They wanted to give equal emphasis to the pupils’ developing ability to analyseproducts and classify materials by fibre sources, function and properties,together with their ability to work as a group to extend their ideas. They plannedthe unit together and then observed part of each other’s lesson.

The learning objectives for the unit were as follows.

• We are learning to design a product to meet a specific technical purpose.

• We are learning how to use the properties of materials when choosing themfor a particular purpose.

• We are learning how to apply knowledge, skills and understandingdeveloped during product evaluation activities and focused practical tasks.

Learning objectives for lesson 1, week 1

• We will be able to classify materials by properties, uses and sources.

• We are learning to identify the properties of a material and how thoseproperties suit a particular product.


The teachers made use of slides, posters and artefacts to introduce textiles andproducts made from a variety of materials from many sources worldwide. Theymodelled an ACCESS FM (developed by Bluefish – www.bluefish-uk.com – see appendix 5A.2) framework for analysing a product. Based around thisacronym (see below), the activity encourages pupils to ask key (open) questionsto reflect on the products as well as materials the products were made of.

• Aesthetics (decoration/style/aesthetics)

• Cost (to buy/to make)

• Customer (who/why)

• Environment (impact of manufacture/use)


• Safety (use)

• Size (function)

• Function

• Materials

They also asked some groups of pupils to consider the question below, whichreinforced the learning objective.

• In what way does this meet a specific technical purpose?

The teachers referred to specialist vocabulary displayed on the D&T room walland reminded pupils of its use in previous work. They encouraged them to usewords that supported their understanding of the design process.

The main activity

The pupils were set to work in groups, and were provided with one of a range ofexisting products and asked to analyse them in line with the activity above. Thefour most able pupils worked together in order to maximise their potential andprovide exemplar approaches for further lessons. Level 3 and level 4 pupilswere grouped together to support one another. This was not only to encourageprogress by the less able in each group but also to challenge the higherattainers. The teacher monitored their work to gauge the relative progress ofeach group. Other group combinations were introduced as appropriate.

They were asked to do the following.

• Use the ACCESS FM framework for analysing a product, as modelled, in adiscussion to gain information and support their choice of possible fibresand fabrics for their own product.

• Make drawings, annotated sketches, plans and notes in their designingjournals, using the framework for analysing products, with particularattention given to decorative and structural features as well as the propertiesof the materials.

• Share views on the way they use their designing journals to record visualinformation and thoughts, as well as on how they think and learn – e.g. arethey more worried about presentation, neatness and pleasing the teacherthan exploring their own creativity?

Pupils were told that the main activity would link to their homework and that this would involve them applying the same skills to analysing textile products intheir home.


The teacher moved among the groups picking up issues raised and sharingthem with the whole class as appropriate. The pupils were learning to analysethe products and consider the characteristics and working properties of thematerials in terms of absorbency, aesthetic appeal, comfort, colour, cost,maintenance, product lifespan, impact on the environment, etc.

The teacher reminded pupils of the way previous speaking and listeningactivities enabled them to share their understanding of product analysis andencouraged them to talk to neighbouring groups about their findings.


During the feedback session pupils shared what they had discovered abouttheir products and the materials used to make them. They presented theirfindings to the rest of the group, explaining both the process they had followedin their analysis work and the elements of the peer relationship that supportedtheir learning. They explained the progress they had made in relation to theobjectives and offered examples of the ways in which working in a group hadhelped them broaden their analyses. The whole class was invited to askquestions of the group presenting its findings and to offer views on thesuccesses and drawbacks of the experiences of different peer groupings. Thisdiscussion was prompted by teacher questions such as ‘What sort of questionshelped you to develop your ideas?’ and ‘Which were not helpful?’.

After observing each other’s lesson, Sally and John fed back their findingsduring a teaching and learning focus at the next D&T department meeting.

Evaluation

The department agreed that the techniques Sally and John had used fordeveloping peer and self assessment had improved pupils’ attainment andconfidence. They agreed to try out these approaches themselves and use theteaching and learning focus of subsequent department meetings to sustain thisdevelopment.


Task 5B





Context

Phil and Jane decided to develop a Year 8 project based on the QCA unit ofwork 8A The world of professional designers. The focus of the project was thedevelopment of the ability to learn about the work of designers and engineerswho have influenced the development of products today and in the past.

Pupils had already been introduced to the Alessi design style and had exploredhow this design influenced conventions in bathroom and kitchen appliancedesign to encourage the viewer to see the design of these in a new way. Forhomework the pupils had been asked to generate and develop some designideas for additional items based on the Alessi design style.

Process

Following a training day organised by the school’s literacy coordinator, theteachers were eager to develop their Year 8 pupils’ use of subject specificvocabulary. They decided to develop peer and self assessment activities to beused during whole-class reviews of homework. These extended their pupils’use of subject-specific language and encouraged the sharing of methods andapproaches. The teachers also wished to build on the use of key vocabulary inthe pupils’ assessment of their own and their peers’ work. In their classes therewere 28 and 30 pupils respectively, with approximately two-thirds workingbetween levels 5 and 7. The remaining third of pupils were working towardslevel 5, with a minority working at level 4.

The learning objectives for lesson 2, week 2 were as follows:• We are learning to use subject-specific language to describe how we

developed our work.• We are learning to evaluate how products are a result of human endeavour

inspired by a range of motivations including the desire to resolve humanneeds, satisfy people’s wants and create profits.

• We are learning to set new targets for the development of our work.


Phil and Jane had both completed Unit 3, Objective led lessons andunderstood the purpose and importance of sharing learning outcomes withpupils. As a consequence they decided that the learning outcome would be:• We have used specialist vocabulary to describe D&T work and identify ways

in which it can be improved.


The teachers reminded their pupils of the homework task, and used slides andposters of Alessi products to encourage them to identify the key techniquesand design conventions they were asked to explore.

• Why did the Alessi design style encourage us to look at objects in a differentway? (perspective)

• How did the Alessi design style borrow forms and ideas from other cultures?

• How did the Alessi design style use line, shape and texture, colour, etc? (the language of designing)

Pupils were encouraged to make use of the key vocabulary displayed on theD&T room wall.

The main activity

The peer review took place during the middle part of the lesson, and while theclass was working the teacher collected in examples of the pupils’ homework,selecting a cross-section of abilities and approaches. The pupils’ names werecovered up and the work was then laid out on a large table. In pairs, the pupilswere asked to look at the displayed work. The teacher made a consciousdecision to pair able with less-able pupils to ensure the less-able members ofthe group interacted with those pupils who were better at modelling the use ofspecialist vocabulary. They were encouraged to revisit the learning outcomeand focus their minds on how they would describe the work and what advicethey could give for its future development.

During the group review pupils were encouraged to:• identify what success looks like and describe what makes a good piece

of work• use specialist language to analyse the design techniques that have been

used• identify any unusual approaches that have been employed• explore the use of different styles, e.g. annotation, collecting samples,

brainstorming• identify how work can be improved.


The teacher moved among the group, asking questions to evaluate pupils’understanding and to provide feedback which, where necessary, redefined andexplained the task. The teacher modelled the use of specialist vocabularyencouraging the pupils to share their observations and extend their use oflanguage in the description of what they saw. They were reminded of how theyhad used language in the past to describe characteristics of designing styles,and reference was made to the key vocabulary displayed on the D&T room wall.


During a whole-class feedback activity in the last five minutes of the lesson,pupils were encouraged to reflect on the peer review activity they hadcompleted.

Finally, during the plenary they were asked to write down, on the page facingtheir homework, three areas of strength and three areas for improvement thatthey had identified in their own work.

They were then told to develop one of their design ideas in their designingjournal for a further week, building on their strengths and adopting the goodfeatures of the work they had seen earlier in the lesson when focusing on areasfor development.

Evaluation

Phil and Jane discussed the lesson at the next department meeting. Thedepartment agreed that the techniques they had used for peer and selfassessment had improved pupils’ attainment and confidence. They agreed totry out these approaches and use the teaching and learning focus ofsubsequent department meetings to sustain this development.


Task 5C


Agree the criteria for assessment with pupils, the principles for howthey should assess and, initially, model how you would expect them todo it.



Context

Abigail decided to develop a Year 9 project based on the QCA unit of work 9FMoving on to Key Stage 4.

The project was entitled ‘Inclusive designing’, and the teacher used thestatement ‘Design for the young and you exclude the old; design for the youngand you include the old’ as a starting point.

It asked pupils to design and make a prototype of a product for use at homethat would appeal to older people. It was designed to link to a recent discussionabout D&T courses available at Key Stage 4 and how to ensure a smoothtransition from Key Stage 3 to Key Stage 4. She was keen to use exemplarmaterials from last year’s Year 9 groups, who had also completed the project,as this enabled her to illustrate the learning objectives with a range ofapproaches and outcomes. In Abigail’s class of 28 pupils, 14 were workingbeyond level 6 and eight were working towards level 5. A teaching assistantsupported a small group of six pupils who were working towards level 4.

Process

During the unit pupils are encouraged to reflect on their achievements duringthe key stage before embarking on the Key Stage 4 course, and to considerhow to improve their performance, reflect on their progress in D&T and carry out peer and self assessment to identify their strengths and weaknesses.

The learning objectives for lesson 5, week 5 were as follows.

• We are learning to use self assessment to review our progress.

• We are learning to record the skills we have gained and make a judgementabout our level of competence in carrying out these skills.

• We are learning to transfer these skills to judging our peers’ work.

Abigail was aware of the importance of learning objectives in the developmentof self assessment and understood that pupils require clear targets againstwhich they can measure their progression and attainment. To this end the


department developed ‘pupil-friendly’ level statements against which pupilswere able to measure their own achievement, as the examples on the followingpages show.

Learning outcomes for this lesson were as follows (words in bold indicate keyactivities for progression).

• Level 5: You can list aspects of your Key Stage 3 work and review what youhave done; say what you have enjoyed and what you have found difficult;suggest what you will do differently in future.

• Level 6: You can carry out an accurate self assessment and distinguishbetween evaluating the product, the process and their learning; list skillsyou have gained and identify your level of competence; identify yourstrengths suggesting areas for improvement and setting yourselvestargets for the future.

• Level 7: You can identify your relevant knowledge, skills and experiencethat will help you at Key Stage 4; draw on the experience of this designand make assignment and know how to address areas that you want toimprove; discuss your progress with others to reflect on your ownstrengths; develop independence and define clear goals for future learning.

The teacher’s introduction to the lesson

Abigail made use of designing journals and final self-review sheets produced by aprevious Year 9 class, and encouraged her pupils to identify the strengths of thework using key subject vocabulary to explore the techniques and approachesthat were employed. Using the exemplar materials, she emphasised the key skillsand outcomes she was looking for and matched the level descriptors to specificpieces of work. The session took place with the pupils sat around a large table.They were encouraged to share their views on the work, i.e. how key features ofthe work and self-review link to D&T level descriptors.

The main activity

The pupils were asked as individuals to review the work that they completed sofar during the unit, compare it to the previous Year 9 work and to complete aself-review sheet so they could communicate their answers to the followingquestions.

• What are you finding most interesting in this unit?

• What could you have done differently?

• How have you been influenced by work in other subjects or by the work ofyour peers?

• Where have most of your ideas come from and how have you developedthem?

• What is the most useful thing you have learned so far?

• What advice and help have you received?


• What will be the next stage in the development of your ideas and work? (To complete this task they were encouraged to look at the D&T leveldescriptors displayed on the D&T room walls.)

• How will this unit prepare you for your Key Stage 4 work?

During this exercise the teaching assistant supported the less able pupils,focusing them on the key words the teacher had introduced and discussingwith them how the task had been completed in the exemplar materials ondisplay.

Process exemplification, lessons 6 and 7

Over these two lessons pupils were seen by Abigail and were asked to explaintheir responses to the evaluation tasks that were set. She encouraged them toreflect on their work, asking open questions that focused on how they haddeveloped their ideas. She reminded each pupil of the learning objectives forthe unit and used the ‘pupil friendly’ level statements as a means of measuringeach pupil’s movement towards the learning goal. During the course of eachconversation she added value to their thinking with a conscious teachingstrategy designed to help pupils close the gap between their learning target andtheir current state of knowledge, skills and understanding.

Throughout the project pupils were encouraged in class to develop theirdesigning journal work to support the evolution of their finished designs, and atregular intervals homework reviews were completed to support this activity (seesubject development Task 5B).

Evaluation

Abigail discussed the impact of her lesson at the next department meeting. Thedepartment agreed that the techniques she had used for peer and selfassessment had improved pupils’ attainment and confidence. They agreed totry out the approaches themselves and use the teaching and learning focus ofsubsequent department meetings to sustain this development.

Subject-specific references Kimbell, R. Assessing technology, Open University Press (1997)

NAAIDT website resources and publications: Think on; and Quality throughprogression in D&T (www.naaidt.ork.uk)

National Curriculum in action (www.ncaction.org.uk) – commentaries onstandards relating to example pieces of pupils’ work, Assessment in D&T

QCA example schemes of work (QCA, www.qca.org.uk) – expectations sectionon front page of schemes can be used as support to differentiate comments

QCA, Creativity: Find it, promote, www.ncaction.org.uk/creativity

Good assessment in design and technology (HMI 1472), www.ofsted.gov.uk

DATA Assessment handbook, DATA news and Modus (membershippublications), www.data.org.uk


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

– 3

= 3

– 2

n.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.


Appendix 5A.2

Aspect

Year

Objectives

Activity

Time required

Description

Evaluating

7

● Understand the need that a product is intended to serve and judge how well it meetsthat need

● Identify that products are made from a variety of different materials● Describe accurately how the parts of a product are put together

ACCESS FM

20 to 30 minutes

This is a product analysis activity based around the easily-memorable acronym ACCESSFM developed by Bluefish.The acronym represents:● aesthetics;● cost;● customer;● environment;● safety;● size;● function;● materials.Pupils use these headings to analyse products.

1 Assessment for learning Unit 5: Developing peer and self assessment in English © Crown copyright 2004

Developing peer and selfassessment in English

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to English. As part of the whole-school focus on this, the following subject developmentmaterial is intended to help you consider the key messages of the training unitand identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach English.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in English and provide guidance onhow to embed this into regular practice in English lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in English. You will need to be clear on what has helped pupils tolearn more effectively in your subject. Part of this will be how your practice hasadapted to allow this. You should jointly identify what has worked well andwhich areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

The English department identified that they provided limited opportunities forpeer and self assessment in their lessons. During the previous term they hadconcentrated on making learning objectives and success criteria explicit to thepupils. As a result, pupils were beginning to gain an understanding of what theyhad to learn and what they were expected to do to improve their work. Thedepartment felt they could now begin to develop opportunities for peer and self assessment.

Process

The department chose an example of a Year 8 lesson and used a peerassessment strategy explored in the generic unit to address one of the Year 8Framework objectives. They worked in pairs to consider the lesson plan, usingthe following questions to focus their discussions.

• Is the lesson objective clear and does the peer assessment activity supportit well?

• How would the pairs be organised for the peer assessment and what issuesmight need addressing (Also, is working in pairs the best grouping for thisactivity?)

• What other plenaries might be used to assess the success of the peerassessment activity (and if the objective had been met) in the lesson?


The sympathy chart used in the above lesson took the form of a line graph,which had the number of chapters on the horizontal axis and a sympathygrading of one to ten on the vertical axis. Pupils then pinpointed key events inthe chapters where their sympathy for Link either increased or decreased. Theyalso noted any specific authorial technique used at these key points. The chartwas not used as an assessment method, but merely a way of pupils recordingtheir ideas/responses to the reading – a way of note-making – so that at the endthey had a record of how their reactions to the character changed, and notesalong the axis of the specific authorial techniques used. This then helped themstructure the essay, which was the actual assessable outcome. The peerassessment opportunity was the feedback of pupils to each other looking athow their final essays followed the key points in the charts.

Framework objective (from the Year 8Reading objectives)

Selected peer assessment strategy (fromhandout 5.4 in the generic unit)

Context in scheme of workAs part of their work on Stone cold, pupils have completed a ‘sympathy chart’ for the character of Link, showinghow the reader’s feelings might range from sympathetic to unsympathetic at different points in the narrative. Theclass have identified specific techniques employed by the author.

They have then used that chart to structure and write an answer to the question: How does Swindells make Linkmore or less sympathetic to the reader at different points in the novel?

Success features1 We will know what the novel is about (apart from the facts of the story).2 We will understand the key themes and ideas, because we will have re-read parts of the novel, questioning and

making links.3 We will be able to follow the theme of sympathy for Link in Stone cold and explain how it is developed.

The peer assessment lessonFirst, provide an anonymous draft of the written answer (teacher-written or perhaps an example from a pupil whodid this work last year) together with the ‘sympathy chart’ on which it is based and the success features.

As a whole class, evaluate the answer in terms of how closely the structure of the written answer matches themarkings on the ‘sympathy chart’ and how well this has been evidenced from the text. For example: ‘Tasleem hasmarked on her chart that our sympathy for Link is very high on page 98. Has she made this clear in thecorresponding paragraph, and has she explained how Swindells has achieved this?’

Pupils then swap their written answers and mark (perhaps with a highlighter pen or using a numbering system)each other’s work. They should keep the other pupil’s ‘sympathy chart’ in front of them as they mark the answer,and identify where each point on the ‘sympathy chart’ is used in the written answer. For each point they shouldidentify the evidence supplied. They should assess the written answer they are marking with the same criteria asfor the sample answer.

PlenaryIn the plenary part of the lesson, ask pupils to explain to the class how the answer they marked matched the‘sympathy chart’ it was based on. You would need to think carefully about which pupils you chose to present work(and which pupils’ work they presented). If the ‘sympathy chart’ was presented on an overhead projection acetate,this could form a visual tool for the pupil to work from when presenting their explanation.

Trace the development of themes, ideas or values in texts(R5).

Ask pupils to use the expected outcome to comment on thestrengths of each other’s work and to identify areas forimprovement.

The big picture (for pupils) • This will help us to see how our opinions changed atdifferent points in the novel, and to understand how andwhy Swindells makes us feel differently about Link.

• When you understand how sympathy for a character canchange in the course of a novel/play you can use that tounderstand how writers craft other novels/plays moreeffectively.


Evaluation

Both teachers taught this unit and lesson in advance of the rest of thedepartment, in parallel classes. They co-observed each other and analysedpupils’ work together, noting the quality of pupils’ responses. They comparedpupils’ final work with the same piece from a similar group the previous year tojudge any effects on their final outcomes. A group of pupils was also questionedafterwards.

The pair fed back to the department and the lesson was written into thescheme of work for the rest of the department to teach. The department thenagreed to trial several other approaches from the generic unit in pairs. Thesewould be similarly evaluated and the most successful methods built into thenext term’s work with this year group. The selected strategies were appliedseveral times over the term’s work to consolidate pupils’ experience. Pupils’work was again reviewed at the end of the term, with a view to extending thesemethods to all year groups.


Task 5B





• Focus discussion on the process of the self assessment procedure and howthis would be implemented.

• You may wish to consider the kind of training pupils would need to attemptthese tasks: refer back to the examples and key messages of AfL 2004materials, Module 2, The formative use of summative assessment.

• Language across the curriculum, Module 7, The management of group talkoffers ways of structuring pupils for talk-based activities.

• English department training 2001, Module 7, Speaking and listening alsooffers guidance on developing pupils’ collaborative talk.

• English department training 2002/2003, Year 7, Section 3, Speaking andlistening offers further work on developing talk.

Context

The English department had already begun to do some work on developingopportunities for peer and self assessment. Department members wanted tosharpen their practice. They met as a department to evaluate their schemes ofwork and identify three assessment points where they could introduce peer orself assessment.

The example below shows how the department took a Year 8 scheme of workfor Stone cold and identified three opportunities for peer and self assessment.


Extract from Stone cold scheme of work (1)

Objective S16Collaborate in, and evaluate, the presentation ofdramatic performances that explore character,relationships and issues.

Peer assessment opportunityThis lesson takes place after the first few chapters have been read and provides an opportunity for peerassessment of a speaking and listening activity. Groups devise an extra scene in role for Stone cold (Link’s familydiscussing his disappearance in his absence). Each group evaluates the performance of one other group and isasked to present this evaluation orally.

Teaching strategyAfter reading the first few chapters of Stone cold, discuss with pupils the way the story is presented only in thevoices of Link and Shelter, and explain how ‘extra scenes’ could be used to explore the perceptions and feelings ofother characters (like Link’s family). Think carefully about how groups are organised for the drama work and makethe presentations short enough for each group to have time to watch one other group against the identifiedsuccess features and comment on their presentation.

Success features1 We will be able to work with others to develop a dramatic performance.2 We will be able to use a range of dramatic conventions (specify) to show character and relationships.3 We will be able to evaluate a performance in relation to its intended audience.

Next stepsBased on this assessment, the department decided that Year 8 pupils were able to collaborate well on the dramapresentations, but that they lacked the vocabulary to evaluate each other’s performance satisfactorily. It wasagreed that the department would devise a series of oral prompts that pupils could use to evaluate speaking andlistening work, e.g.: ‘The presentation of X was appropriate because …’; ‘The group used gestures well when …’;‘The actions of X did not fit his character because …’

Selected strategy for peer assessmentEncourage pupils to listen to other pupils’ presentations madein class and ask questions on points they do not understand.


Objective W12Recognise how the degree of formality influencesword choice.

Self assessment opportunityThis activity takes place when pupils have written two letters (one from Shelter to a newspaper complaining aboutbeggars; one from Link to his sister describing his recent experiences), and enables self assessment of a writingactivity. Pupils self-assess their work against success features before submitting it, using the traffic light system (for example, they might be ‘green’ for understanding the difference between formal and informal language, but‘amber’ for actually using formal language in the letter).

Teaching strategyIt is important to ensure pupils understand why they are doing the traffic light exercise, and that they may havedifferent colours for different objectives. The best way to sequence the activities would be: do the letters ashomework; then explain the traffic light self assessment activity; then ask pupils to do the traffic light activity basedon the homework already completed.

Success features1 We will know the difference between formal and informal language.2 We will understand how writers use both types of language for different effects.3 We will be able to use formal and informal language in our own writing, for effect.

Next stepsBased on this assessment, the department decided that Year 8 pupils felt confident about their ability to recogniseboth formal and informal language but less confident about their ability to use them. It was agreed that moreopportunities to practise the use of formal and informal language would be planned into the Year 8 scheme ofwork.

Selected strategy for self assessmentAsk pupils to assess their own confidence level with a piece ofwork, using traffic lights (green is ‘happy’, amber is ‘not quitesure’, red is ‘very unsure’).


For further examples of success features, see Key objectives banks, Years 7, 8 and 9 and Drama key objectives bank.

Evaluation

Following the half-term experiment, the scheme of work was reviewed in anextended department meeting. Department members shared their approachesand brought along and shared evidence of improvement in pupils’ work andself-analysis skills.

Department members worked in pairs to take the next core-teaching modulefor each year group (7, 8, 9 and 10) and used their common experience toannotate schemes of work to incorporate peer and self assessment activity.They agreed to cover three methods to enhance pupils’ practice and familiaritywith the process, while maintaining a degree of variety.


Objective R10Analyse the overall structure of a text to identifyhow key themes are developed.

Peer assessment opportunityThis lesson takes place when pupils are preparing to write their own essay identifying the main themes of Stonecold and how they are developed, and it enables peer assessment of a reading activity. Share the objective (R10)with pupils first, then ask each group of four to generate five questions about the structure and themes of Stonecold. Encourage them to evaluate each other’s questions in terms of their relevance to the objective and identifiedsuccess features.

Teaching strategyThe objective needs to be shared carefully with pupils, ensuring that they understand the ideas of structure andtheme and how they are different from each other. Again, groups need to be carefully organised so that a range ofquestions will be generated. The peer assessment opportunity will work best as an extended plenary inpreparation for answering the questions for homework. Guide the pupils through the purpose of answering thequestions and ensure they are aware of the principle of differentiating them. The idea of the TV quiz show Whowants to be a millionaire might be utilised: ask pupils to devise a hundred-pound question, a thousand-poundquestion, a million-pound question and so on.

Success features1 We will know the key ideas in Stone cold.2 We will understand how these ideas are developed through patterns of language.3 We will be able to comment on structure and evaluate the impact of key points in Stone cold.

Next stepsBased on this assessment, the department decided that Year 8 pupils were able to generate good questions on atext but that they needed more training on differentiating questions for different abilities/different levels. This led intoan examination of questions set on the Year 8 departmental examination (on reading) and whether pupils wereaware of the different levels of answer expected of them.

Selected strategy for peer assessmentAsk pupils to write five questions and (following whole-classdiscussion) identify the best two from each group. Generate10 homework questions.


Task 5C





The following case study shows how one teacher undertook Task 5C with aYear 8 class, using the Framework objective from Task 5A.

Case study: Alison’s Year 8 class working on Stone cold

Alison’s first step was to decide which peer assessment strategy she wanted toemploy and how this would be shared with the pupils.

RS 5: Trace the development of themes and ideas in texts.

Peer assessment strategy: Pupils use an expected outcome to commenton the strengths of each other’s work and toidentify areas for improvement.

• Alison then discussed her plan for this lesson with Nick, another member ofthe English department. Together they examined the objective and successfeatures to make sure they were clearly connected and easilycommunicable to pupils. (The Key objectives banks, Years 7, 8 and 9 andDrama key objectives bank help to provide success features clearly relatedto the objectives.)

• The specific activity Alison used was the activity shown in Task 5A. Pupilshad completed a ‘sympathy chart’ for Link and had then used that chart toanswer the question: How does Swindells make Link more or lesssympathetic to the reader at different points in the novel?

• For the lesson, Alison made sure the objective was couched in pupil-speak,and that the objective and success features were communicated to pupils.

Learning objective: We are learning to track the reader’s feelings forLink, how they change during the novel and howthe writer achieves this, backed by references inthe text.

Success features: We will have written an essay that:• shows clearly how our feelings for Link change• indicates at what points in the novel our feelings

change• explains why our feelings change• explains how Swindells uses language to

change our feelings• uses evidence from the text to support our answer.


• Alison then taught the lesson as shown in the example for Task 5A. Thewhole class worked through an anonymous draft (which Nick had written),and pupils were subsequently organised into pairs to peer assess eachother’s work. Alison shared with pupils the ground rules for assessing eachother’s work in this way and some of the principles of effective feedback(being as specific as possible, and giving three positive points for everynegative point). These principles are referred to at greater length in Unit 4,Modules 4.1 and 4.2 (Oral feedback and Written feedback). Alison modelledsome examples of this in relation to Nick’s anonymous draft.

• While they worked, Alison was able to observe pupils assessing eachother’s work and, at the end of the lesson, provided feedback for them onhow well they had done this. One of her feedback points was that theyshould refer more closely to the ‘sympathy charts’ of their partner whengiving feedback. This would enable them to focus their feedback morespecifically on the learning objective rather than differences with their ownfeelings and less on the standard of the writing (which was not a focusobjective on this occasion). She also observed that pupils often tended toidentify a development point rather negatively and without attempting to telltheir partner a way forward.

• A follow-up lesson was team-taught with Nick. This enabled Alison toconduct interviews with groups of pupils (four at a time) to ask them howthey thought the peer assessment in the previous lesson had helped themto learn more effectively. Pupils’ responses were collated and fed back tothe department. These were very positive. The rest of the departmenttrialled the lesson and also undertook to use the same method in anotherlesson that they would plan, teach and share.

• They later compared outcomes and agreed to trial other methods from thegeneric unit.

Evaluation

Following the developments in your subject as a result of these tasks, youshould evaluate the impact on teaching in the subject and how pupils haveresponded, particularly in relation to standards. The following questions mayhelp to structure this.

• How has teaching been adapted to the key messages of peer and selfassessment?

• How has providing opportunities for peer and self assessment impacted onpupils’ learning?

• What opportunities have been identified to improve pupils’ skills inassessing their work?

• How do pupils respond to assessing their own work and the work of others?

• How has this focus impacted on pupils’ standards?


Subject-specific references

Scheme of work on Stone cold by Robert Swindells (Teach it,www.teachit.co.uk)

English department training 2001, Module 7, Speaking and listening(DfES 0234/2001)

English department training 2002/2003, Year 7, Section 3, Speaking andlistening (DfES 0204/2002)

Language across the curriculum, Module 7, The management of group talk(DfES 0235/2001)

Drama key objectives banks, Years 7, 8 and 9 (DfES 0321/2003)

English key objectives banks, Years 7, 8 and 9 (DfES 0207/2002, DfES 0206/2002, DfES 0203/2002)

AfL 2004 materials, Module 2, The formative use of summative assessment(generic unit)


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.

1 Assessment for learning Unit 5: Developing peer and self assessment in geography © Crown copyright 2004

Developing peer and selfassessment in geography

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to geography.As part of the whole-school focus on this, the following subject developmentmaterial is intended to help you consider the key messages of the training unitand identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach geography.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in geography and provide guidanceon how to embed this into regular practice in geography lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in geography. You will need to be clear on what has helped pupils tolearn more effectively in your subject. Part of this will be how your practice hasadapted to allow this. You should jointly identify what has worked well andwhich areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A

With a colleague, plan and observe one of each other’s lessons which has an agreed focus on peer and self assessment and uses one of thestrategies on handout 5.4 in the generic unit (see appendix 5A.1).



Context

The geography department, having attended whole-school training in peer andself assessment, decided that using anonymous examples of work to developpupils’ skills in peer and self assessment would be a manageable starting pointfor their focus on improving assessment for learning across the department.The department hoped that, by providing opportunities for their pupils to beexplicitly taught how to objectively assess their own progress via peerassessment, they would become increasingly independent learners.

Process

The department decided to focus their initial developmental work on their Year 7mixed-ability groups, as all three members of the department taught thiscohort. They were about to begin teaching a unit of work called Flood disaster –how do people cope?, based on Unit 4 of the geography scheme of work(QCA/DfES). In this unit, pupils were asked to explore the relation between thewealth of a country and its ability to respond to natural disasters. In thisinstance, the natural disaster was flooding. The places focused across the units were the United Kingdom and Bangladesh.

The examples provided in appendices 5A.2 and 5A.3 are from a lesson inwhich the central question was: ‘What makes a good explanation ingeography?’

The learning objectives for the lesson were to:• analyse a piece of pupil writing• identify the features of ‘good’ geographical explanations.

The learning outcomes identified for the lesson were to have:• recognised the importance of supporting explanations with specific

evidence, e.g. place names and data• recognised the importance of sequencing explanations correctly• used sentence connectives appropriate to writing explanations about cause

and effect.


As a starter activity, pupils, in groups of three, were required to rank five shortexamples of explanations from the best to worst (see appendix 5A.2 for thetask materials). They were asked to be prepared to justify their ranking. Theteacher ‘envoyed’ one pupil from each group to share and discuss their rankingwith another group. Pupils were then given an opportunity to restructure theircards after sharing their ideas. In their groups, the pupils negotiated the criteriathey would use to judge what makes a geographical explanation ‘good’.

The teacher led a whole-class discussion to agree the criteria for judging thequality of geographical explanations.

In the development section of the lesson, they projected the first paragraph ofthe ‘anonymous’ explanatory text onto the whiteboard. The teacher involvedthe pupils in a guided analysis of the text and annotated it on the whiteboard toidentify its strengths and weaknesses in terms of the success criteria. Pupilsthen worked in pairs to evaluate the remainder of the piece of writing.

Appendix 5A.3 shows the anonymous text used in this activity. The promptquestions below the explanatory text show the questions the teacher used withthe class at various points in the discussion. The comments surrounding thetext record the features identified by the teacher and the pupils in relation to thesuccess criteria they had already identified.

During the plenary, groups were asked to prioritise three learning points fromthe piece of work – two strengths and one area for development. In addition,teacher questioning guided pupils to reflect on how useful the agreed criteriahad been in enabling them to evaluate the piece of writing and encouragedthem to explore whether the criteria would be suitable to assess all explanatorywriting in geography.

Finally, pupils were asked to prioritise and summarise the key characteristics ofa ‘good’ piece of explanatory writing in geography. These were recorded on aflipchart and were displayed in the classroom ready for the next lesson.

In a later lesson, pupils were asked to write their own pieces of explanatory textentitled ‘Why did the Bangladesh floods affect so many people?’, based on amystery activity they had already carried out (see Task 5C).

Evaluation

Three weeks later, when all three members of the department had delivered theplanned lesson and the pupils had produced their explanatory writing, they metto review jointly the lesson and its impact on the pupils’ attainment. Eachteacher brought samples of three pieces of pupils’ work to discuss.

The most significant impact of their use of peer and self assessment was thatmost pupils had sequenced their explanations well. The most able had clearlyidentified complex sequences of cause and effect having made effective use ofconnectives. They agreed that the most significant key to impact had been inenabling pupils, through paired analysis of texts, to identify the success criteriafor a learning outcome for themselves. They decided to experiment with otherstrategies that would give pupils ownership of the success criteria for thelearning in future lessons.


Task 5B





Context

The same geography department featured in Task 5A were keen to develop arange of strategies that would make peer and self assessment an integral partof classroom practice. Although the department had trialled some strategiesfrom appendix 5.1 in Unit 5, Peer and self-assessment, of the generic unit, allthree teachers felt that pupils were still reluctant to take an active role in developing their own learning.

Process

The department decided to focus on a single year group because it made themonitoring and evaluation of the impact of their efforts manageable. Theydecided to concentrate on the Year 8 unit, The global fashion industry, from theKey Stage 3 scheme of work for geography (QCA/DfES). This unit was chosenbecause, although the pupils were engaged by its content, staff felt that in thepast they had experienced difficulty in understanding the geographicalconcepts of interdependence and globalisation. Furthermore, it was seen as anopportunity to improve pupils’ enquiry skills of questioning and investigation.The department recognised that poor outcomes in these two key areas werecreating a ‘ceiling’ for their pupils’ attainment at Key Stage 3.

The department began by looking closely at Unit 18, The global fashionindustry, and considered how they might use some of the peer and selfassessment strategies from handout 5.4 together with some of the pupil skillsoutlined in appendix 5.1 in the generic unit. They recognised two areas in thisunit in which specific enquiry skills and the concepts of globalisation andinterdependence could be developed through peer and self assessment. Thetwo key questions from Unit 18 that the department decided to focus on were:• Key question 1: ‘What is meant by “the global fashion industry”?’• Key question 2: ‘What do we mean by “globalisation”?’

The teachers took the two key questions and their medium-term objectives andoutcomes and used them to plan two geography lessons in which they wouldintroduce peer and self assessment opportunities. This planning is summarisedin appendix 5B.1.


Exemplar 1: ‘What is meant by “the global fashionindustry”?’

Focus on developing questioning and investigation skills

The department felt that using strategy 6 from handout 5.4 in the form of alearning diary ‘block review’ would be an appropriate technique for pupils to settheir own progress targets around the skill of questioning. This would enablepupils to revisit and reflect on their progress in relation to these targets later inthe unit in relation to key question 5 ‘How does globalisation affect the fashionindustry?’, where they are given the opportunity to further develop their ability toask questions.

The teachers used the strategies as follows:• Pupils were asked initially to generate ideas about the global fashion

industry by brainstorming in pairs to provide an introduction to the topic.• The pairs were then given visual stimuli (adverts, photographs and so on)

and each was asked to write their own questions about the images that theyhad seen.

• Pupils swapped their questions with each other and were asked to decideon the best three questions their partner had generated. In addition, theywere required to explain what made them good questions.

• The teacher took whole-class feedback and listed features of goodquestioning identified by the pupils. They were then asked to re-draft two orthree weak questions of their own in light of what they had learned.

• As a plenary to this activity and in support of using peer and self assessmentstrategies, the pupils each completed a learning diary (appendix 5.1 in thegeneric unit) using a ‘block review’. This process was formalised so thatpupils could be given the opportunity to use the personal questioning targetthey had set later on in the unit in response to the key question: ‘How doesglobalisation affect the fashion industry?’

Evaluation of exemplar 1

After all members of the department had trialled this strategy and carried out asmall-scale work sample, they met to discuss their observed pupil outcomesand agree on next steps. They all found that pupils became increasinglyproficient and independent in generating their own questions. The work scrutinyof pupils’ questions in the first lesson compared to the questions theygenerated at the end of the unit indicated that in most cases their questioningskills improved. In addition, some pupils were beginning to use questions togenerate an appropriate sequence of investigation.

The teachers continued to develop peer assessment through the use oflearning diaries in order to develop stronger sequences of questions andinvestigation around a range of geographical issues.


Exemplar 2: ‘What do we mean by “globalisation”?’

Focus on understanding the concepts of globalisation andinterdependence

The department thought that ‘traffic lighting’ (see appendix 5.1 in the genericunit) along with strategy 8 from handout 5.4 in the generic unit would beappropriate for assessing pupils’ confidence in understanding key geographicalconcepts.

By using ‘traffic lights’, pupils could begin to evaluate the validity of statementsand generalisations and could discuss common mistakes and misconceptions.In using these strategies, the teachers felt they would be able to assessindividual pupils’ levels of conceptual understanding. This could then informfuture planning for bridging common learning gaps relating to the concepts ofglobalisation and interdependence.

The teachers used the strategies as follows:• The teacher discussed the meaning of the term ‘globalisation’, i.e. the

creation of global systems where actions in one place have consequenceselsewhere – e.g. the impact of migration or the growth of communicationtechnology.

• Pupils were then asked to ‘traffic light’ how confident they felt in theirpersonal understanding of ‘globalisation’ and ‘interdependence’. They wereasked to place either a red, orange or green card on the table accordingly.

• Next, pupils were given a card sort task to explore the links between TNCs(Trans National Corporations) and governments and the global ‘forces’ ofthe World Bank, the United Nations and the International Monetary Fund.They were asked to use the ‘traffic light’ cards to indicate whether their levelof confidence and understanding of the two key concepts changed as theywere carrying out the card-sorting task.

• Following the activity, ‘red’ pupils were teamed up with ‘green’ pupils. These‘new’ groups were asked to provide a definition of ‘globalisation’ and‘interdependence’ and to give an example based on the card-sort. Thisdefinition and example was fed back orally to the other groups in the class.

• Further classroom support was given to groups where red cardsdominated.

Evaluation of exemplar 2

Follow-up discussions with pupils revealed that they felt more comfortable inusing ‘traffic lights’ than in putting their hands up to ask for teacher support.Furthermore, teachers were able to target their support and questioning moreeffectively and were able to gauge more accurately the pupils’ levels ofconfidence in understanding key concepts. This encouraged the department touse traffic lighting more routinely as part of their lessons. They discussed howthey might use this approach to deploy classroom support assistants moreeffectively in the future.


Task 5C


Agree the criteria for assessment with pupils and the principles for howthey should assess and, initially, model how you would expect them todo it.



Context

The department featured in Tasks 5A and 5B had already identifiedopportunities in their Year 7 scheme of work for which pupils could begin toengage in peer and self assessment. They now wanted to develop these skillsfurther by providing an opportunity for pupils to use simplified level descriptorsto assess their own and each other’s work. This would enable them to identifytheir own ‘next steps’ for improvement, to establish their own curricular targetsand thus to become more independent learners.

Process

The department decided to build on aspects of a Year 7 unit of work Flooddisaster – how do people cope?, based on Unit 4 of the geography scheme ofwork (QCA/DfES), in which their pupils had previously explored the features ofhigh-quality geographical explanations and developed their own criteria forjudging explanatory writing (see Task 5A).

Following this, the mixed-ability Year 7 group pupils were given a mystery tosolve: ‘What happened to the Kishoor family during the Bangladesh flood?’ Aswell as establishing what happened, pupils were also required to identify why ithappened.

Following the mystery card-sorting task, pupils worked in groups to discusstheir ideas and, as a homework activity, recorded their understanding in amethod of their own choosing, e.g. linear text, a mind-map, a bulleted list, a spider diagram or a concept map.

In their next lesson, pupils were asked to write an extended explanation of thereasons why the Bangladesh Floods affected so many people. They were givena prompt sheet containing the mystery cards (see appendix 5C.1) and amarking criteria sheet devised by the geography teachers, which provided clearexplicit expected outcomes (see appendix 5C.2). This information was used,in the first instance, to enable pupils to understand the standard of work theyneeded to produce. The teachers were able to differentiate the task by directingpupils towards either the ‘must’, ‘should’ or ‘could’ do outcomes.


In the following lesson, pupils were given simplified geography leveldescriptions in ‘pupil speak’ (see appendix 5C.3). The pupils were asked towork in pairs to identify the main differences between each level. The teachersummarised their feedback from this on the board. The pupils then worked inpairs to apply the level descriptions to their own and their partner’s work. Theteacher provided the level descriptions cut up on cards for the lower-abilitypupils and asked them to place each card in the appropriate place on theirwork. Pupils were then ‘snowballed’ to join another pair to make a four andshared their evaluations. Finally, on their target sheets (see appendix 5C.4)they recorded their peer and self assessed level, along with the rationale behind the decision.

During the plenary, pupils were asked to identify, first in groups then as a class,which aspects of the process they had found easiest and most difficult. Thiswas to enable them to reflect on and consolidate the skills they have used topeer and self assess.

Evaluation

The department met after they had all had an opportunity to use the successcriteria they had developed to inform peer and self assessment in their Year 7classes. One member of the department had also interviewed six pupils fromher class (two who were working at level 5+ and four who were working at level4) to ascertain whether the success criteria had been helpful to them. They allseemed positive about them and were able to discuss, to some degree, ways inwhich they could improve their writing of descriptions and explanations in thefuture.

The department noted that while pupils had a growing sense of what madegood quality descriptions and explanations, generally made effective use ofsuccess criteria and showed evidence of being able to use them in whole-classor paired-assessment, they had more difficulty in applying the success criteriaindependently to their own work. They decided to consider at their nextdepartment meeting what further strategies might be helpful to such pupils andto give consideration to where opportunities might be found in their currentscheme of work for trialling these further.

Subject-specific reference

An example of peer and self assessment in geography can be found in thevideo sequence provided to accompany Assessment for learning Unit 2, Theformative use of summative assessment (DfES 0044-2004 DVD).


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.


The starter activity cards

These examples were taken from the pupil outcomes of an earlier Year 7 unit of work. A certain degree ofambiguity has been built into the task so that the rank order for the explanations is not definitive. This ensuredthat pupils had to think quite hard about the characteristics of an effective explanation, which in turnsupported a greater degree of discussion and negotiation both within and between groups.

5 In Britain the west is wetter than the east. This is because the west is very mountainous. When the windsblow in across the sea they are forced to rise over the mountains. As the air rises over the mountains, itcools and the water forms clouds and it rains. When the air comes down the other side of the mountain,it is a dry wind, and so places on the other side of the mountains do not have as much rain.

4 The west of Britain is wetter than the east because the west has a lot of relief rainfall. When the prevailingwinds blow from the southwest towards Britain they blow over a large area of water and, because the windis warm, it evaporates some of the water from the sea and carries it with it. When the winds reach the landthey are forced to rise over the mountains and this causes the air to cool and contract. As the air cools, thewater in it condenses and forms clouds. The higher the air rises, the cooler it gets, and eventually it can nolonger hold on to the water and so rain falls. When the wind blows down the other side of the mountain it iswarm and doesn’t carry much moisture, so places to the east of the mountains are in a rainshadow. This iswhy the east is drier than the west of Britain.

3 The north and the west of Britain are wetter than the south and the east. The main reason for this is that theprevailing winds blow from the west. These warm winds are able to pick up moisture from the sea andcarry it to Britain. When they reach the west coast, the winds are forced to rise over the mountains. As thewinds rise, the air cools and the water condenses, forming clouds that rain over the top of the mountains.By the time the winds reach the south and the east, they haven’t got any moisture left, so the south andthe east are drier.

2 In Britain it is very rainy because the winds blow over the sea most of the time. When the rain blows overthe sea it picks up water, and when it reaches the land it warms up and that makes the wind drop the wateron the land. Because the winds come in from the west, they hit the land in the west first and so the westgets most of the rain. Other parts of the country don’t get as much.

1 In Britain the west is wetter than the east. The west of Britain has more mountains. Mountains have morerainfall because the wind goes over them and then the water from the air rains over the mountains. It’scolder in the mountains and the cold causes the rain. When you don’t have mountains you don’t really geta lot of rain. Britain has a lot of mountains and a lot of rain.

Appendix 5A.2


Appendix 5A.3

Pupil work sample

This is a ‘bigpoint’ but needs to bedeveloped.

Causes arelinked togetherin a logicalsequence.

Causes arelinked to effects.

Use of causalconnectives e.g. so …because …

Geographicalvocabularyneeds to bedeveloped.

Uses ‘littlepoints’ tosupport ‘bigpoint’.

Prompt questions for pupils

1 Is this the best way to start the description? How could it be improved?

2 What other facts about Bangladesh do we know that could be included here?

3 How can we improve the use of geographical vocabulary?

4 How has the writer linked the different pieces of information together?

5 Feedback from activity:

a In what ways is this paragraph a good piece of geographical writing?

b How would you improve it?

c How might you start the next paragraph?

1

2

3

4

5


Appendix 5B.1

Peer-assessment and self-assessment opportunities

Key question from Gg scheme of work,

Unit 18 (QCA/DfES)

Learning objectives(adapted from Gg scheme

of work, Unit 18, QCA/DfES)

Learning outcomes(adapted from Gg scheme

of work, Unit 18, QCA/DfES)

Concept or skill beingdeveloped

Peer or self assessmentstrategy(from AfL handout 5.4)

Strategies fordeveloping peer andself assessment(from AfL appendix 5.1)

Exemplar 11 ‘What is meant by “the global

fashion industry”?’

Pupils should learn to:• ask geographical questions and

identify issues to communicate indifferent ways

• think about issues of topicalsignificance, e.g. manufacture ofclothing in LEDCs – less economicallydeveloped countries.

Pupils can:• identify elements of the fashion industry

and make connections between them• explain the viewpoints of others• give and justify their own opinions

about fashion.

• Questioning• Investigating

Strategy 6 from handout 5.4Ask pupils in groups to write fivequestions and, following whole-classdiscussion, identify the best two fromeach group to generate 10 to 12questions each for homework.

A learning diaryIn the form of a ‘block review’

Exemplar 24 ‘What do we mean by “globalisation”?’

Pupils should learn to:• ask geographical questions and suggest sequences

of investigation• select and use secondary sources of evidence,

including the Internet• select and use appropriate graphical techniques to

present evidence on maps and diagrams• explore how countries are interdependent.

Pupils can:• identify how the pattern of development is changing

as a result of many factors, including globalisation• select a suitable graph to represent data and

interpret it• use key terms to answer questions and accurately

define globalisation• identify links between people, places and

organisations.

• Globalisation • Interdependence

Strategy 8 from handout 5.4Ask pupils to decide whether they think an answer isreasonable, whether they can add to the answer orwhether they should give another answer.

Traffic lightsTeacher trains pupils to indicate directly on their work towhat extent they feel they have achieved the learningobjective of the task and how secure they are in theirlearning.• Green – achieved, confident (go ahead).• Amber – some progress, elements of success, some

uncertainty (seek advice).• Red – not achieved, confused (alert teacher).

1 Target to improve myquestioning for nexttime

2 Things I already do wellwhen I ask questions

3 Features of goodquestions that I havelearned about


Appendix 5C.1

Mystery cards

Waves six metres high swept along the coast ofBangladesh.

Most of Bangladesh is flat land and only just above sealevel.

Some places along the coast had flood barriers, whichwere very flimsy and could not stand the force of the stormsurge.

The local hospital was flooded and was overcrowded withpeople suffering from diarrhoea and dysentery.

Mrs Kishoor likes to listen to the radio.

Dhaka is close to where two major rivers join: the Gangesand Brahmaputra.

Jushita Kishoor, aged 3 years, died from dysentery on10 May.

Some people were saved because they were able to reachthe concrete storm shelters to the north of Dhaka.

Several thousand people trapped on remote islands weresitting on rooftops waiting to be rescued.

Shelters are overcrowded, and there is a lack of freshwater and other facilities.

About 80% of Bangladesh’s rice fields have been ruined bysalt water.

Mr and Mrs Kishoor live in the village of Matala on thecoast of Bangladesh.

News reports said that it was the worst flood for 20 years.

The local airport at Chittagong is closed.

Many people did not believe that a cyclone wasapproaching, as the cyclone season is in November andDecember.

Many Bangladeshis are poor and cannot afford even aradio.

The storm happened in the early hours of 1 May.

Bangladesh is very crowded – 200 people per square km.

Houses in the small villages along the coast are very flimsy and could not withstand the strong winds andwaves.

Bangladesh has only one children’s hospital.

Road and rail links have been very badly affected by theflood.

Winds from the cyclone reached 145 miles an hour.

Mr Kishoor owns a fishing boat and leaves early eachmorning to fish off the coast of Chittagong.

Two million tons of grain have been sent by Oxfam and are waiting to be transported to coastal areas.

Floodwater and sewage have contaminated fresh watersupplies.

Three million people have been made homeless.

Five hundred fishermen are missing, believed to be sweptout to sea.

People were warned by radio the day before that a stormwas approaching.

400 mm of rain fell in just four hours.

Mrs Kishoor took her four children to the safety of one ofthe concrete shelters the night before the storm.

Why were so many people affected by the flooding in Bangladesh?

In your writing you should include:• the main causes of the flood• the main effects of the flood• reasons why the flood affected so many people.

You must

• Describe the most importantcauses of this flood.

• Describe the main effects theflooding had on the people andBangladesh.

• Explain why so many people wereaffected.

• Use geographical words in yourexplanation.

• Use some of the information fromthe mystery cards.

You should

• Describe and explain the mostimportant causes of the Bangladeshfloods.

• Describe and explain the effects ofthe flooding on people andBangladesh.

• Link together some of the maincauses and their effects.

• Explain how these links influencedthe number of people affected by thefloods.

• Explain how responses to the floodinfluenced the number of peopleaffected.

• Use most or all of the informationfrom the mystery cards.

• Include geographical words and asummary conclusion.

You could

• Describe and explain in detail thecauses and effects of this flood andhow they are connected to eachother.

• Use background and trigger factorsand long-term and short-termcauses to explain in detail the linksbetween the causes and effects ofthe flood.

• Use all of the information from thecards and your own knowledgefrom other lessons to explain indetail why so many people wereaffected by the flood.

• Explain in detail how local, nationaland global factors influenced thenumber of people affected.

• Include a detailed conclusion,summing up the main points youhave made.


Appendix 5C.2


Why were so many people affected by the flooding in Bangladesh?

Appendix 5C.3

Level 4

• Uses most of the keygeographical words.

• Uses most of the informationfrom the cards.

• Describes the main causes ofthe flood and links at least twoof them together in a chain.

• Describes the main effects ofthe flood on people andplaces.

• Gives one or two simplereasons why the flood affectedso many people.

Level 5

• Uses all of the keygeographical wordscorrectly throughoutthe work.

• Uses all the relevantinformation from thecards.

• Describes in detail thecauses of the flood and links them to theeffects.

• Gives a number ofreasons why the floodaffected so manypeople.

Level 6

• Uses all key geographicalwords correctly. Written clearlyand includes a conclusionsumming up all ideas.

• Uses information from thecards but written in ownwords. Uses own knowledgein addition to cards.

• Describes and explains causesand effects of flood, identifyingmost and least important.

• Explains in detail how bothhuman and physical factorsinfluenced the number ofpeople affected.

• Explains in detail howresponses to the flood in bothBangladesh and the rest of theworld influenced the number of people affected.

Level 3

• Uses some but not allof the key geographicalwords.

• Uses some of theinformation from thecards.

• Lists the main causesof the flood.

• Describes at least twoeffects of the flood onpeople and places.


Appendix 5C.4

1 Assessment for learning Unit 5: Developing peer and self assessment in history © Crown copyright 2004

Developing peer and selfassessment in history

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to history. As part of the whole-school focus on this, the following subject developmentmaterial is intended to help you consider the key messages of the training unitand identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach history.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in history and provide guidance onhow to embed this into regular practice in history lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in history. You will need to be clear on what has helped pupils tolearn more effectively in your subject. Part of this will be how your practice hasadapted to allow this. You should jointly identify what has worked well andwhich areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

Having attended the whole-school training in peer and self assessment thehistory department at School A were keen to develop the skills of collaborationin peer assessment as a foundation on which to develop pupil self assessment.They decided to focus initially on a mixed-ability Year 7 class.

Process

The department chose a Year 7 lesson on the Roman Empire and employedstrategies for peer assessment suggested as part of strategy 2 on handout 5.4in the generic unit (see appendix 5A.1). Two members of the departmentagreed to trial the activity in advance of the rest of the department to allow timefor review and any necessary adaptation of the materials. The lesson took placeearly in the autumn term of Year 7 in order to create an early expectation that allpupils would be involved in peer assessment and eventually self assessment.

Year 7 pupils worked in pairs to annotate and assess an anonymous piece ofextended writing entitled: ‘Were the Romans brutal or civilised?’ In order tocomplete the task, pupils were provided with the lesson objectives, the contextin which the piece of work was produced, the assessment criteria to be usedand clear stages to work through in order to assess the work.

Appendix 5A.2 shows the guidance provided to support the pupils in carryingout the assessment. Appendix 5A.3 is a completed example by a Year 7 pupil. It represents her first attempt at peer assessment.

Evaluation

The two teachers co-supported each other in trialling the exercise. Teamteaching allowed them to feed back to one another regarding the interactionbetween pupils in carrying out the task as well as assessing the quality of thewritten responses. It was felt that the pupil guidelines had worked well and thatpupils had responded positively to the task. Examples of work were used toinform a department review of the success of the strategy. It was noted that alarge number of pupils had difficulty working collaboratively. As expected, somepupils worked impulsively, making ‘lone’ judgements or dominating theirpartner in decision-making.


The two teachers fed back to the rest of the department and it was felt that apriority in developing pupil peer and self assessment should be to developspeaking and listening skills. The department used the following modules tosupport this:• Module 12, Thinking together and Module 13, Reflection, from the training

materials for the Foundation subjects• Module 7, The management of group talk, and Module 8, Listening from

Literacy across the curriculum.

It was recognised that pupils take time to learn to be self-evaluative. It wasdecided that the department should plan more opportunities for peer and selfassessment into their schemes of work.


Task 5B





Context

The history department in School A had begun to develop their practice in peerassessment by modelling the process with pieces of work produced byanonymous pupils. They also recognised the need to underpin anydevelopment in peer and self assessment, with opportunities to developcollaboration and group talk.

Process

The department decided to identify opportunities for peer and self assessmentfor a unit of work in each year group. In the light of pupil responses to early workin developing peer assessment in Year 7 (see Task 5A), the department wasalso keen to build opportunities for developing group talk. The teachersidentified a target concept or skill – i.e. cause, evidence or change – for eachunit of work and identified three strategies from handout 5.4 in the generic unit(see appendix 5A.1) that could be used to develop peer and self assessmentin the target concept or skill.

Year 7

It was decided to focus on ‘using evidence’ as the target skill. They chosestrategy 10 from handout 5.4 (see appendix 5A.1), as they felt traffic lightingwould give them the means to assess pupils’ confidence in working withhistorical sources. They felt it would be particularly useful early in Year 7 toassess prior knowledge and assist in building on attainment at Key Stage 2.

Early in the autumn term, pupils were shown the end-of-unit paper that testedpupils’ ability to evaluate and analyse sources at the beginning of the unit.Pupils were asked to traffic light the questions. Teachers used the responses toassess pupils’ confidence in working with sources.

In later lessons, pupils were given red, orange and green cards, which theyplaced on their desks as appropriate as they worked on source evaluation andanalysis. In this way, pupils indicated their confidence level with the piece onwhich they were working, and support could be targeted as needed, e.g.‘green’ pupils were paired up to give support to ‘red’ pupils; additionalclassroom support was targeted towards ‘red’ groups.


Year 8

The department agreed that ‘Britain 1500–1750’ was problematic in a numberof ways.

Principally, they felt they did not adequately draw and build on prior knowledgeand understanding from the Key Stage 2 study of the Tudors and Stuarts.Consequently, pupil perceptions were that ‘they had already done this’, and thisled to lack of motivation and engagement, and under-achievement in somegroups.

They also felt the key question ‘Why did Henry break from Rome?’ was verycomplex and came across as rather dry and uninteresting. It was clear that theycould approach this complex question more effectively if they could draw onprior knowledge.

Pupils worked in pairs to complete the KWL (Know already, want to know, havelearned) table at the beginning of work on religious changes (see the example inappendix 5B.1). A portrait of Henry VIII was used as a visual stimulus andpupils were given a series of headings to work from to give some structure totheir completion of the ‘know already’ section, e.g. Henry’s early life, Henry’swives, Henry’s marriage to Catherine of Aragon, Henry’s relationship with thePope. Pupils were encouraged to link their questions in the ‘want to know’section directly to the points made in the ‘know already’ section. The ‘want toknow’ section was then used as a basis on which pupils wrote learningoutcomes for the unit of work on religious changes.

Year 9

In studying ‘The world since 1900’, there were a number of opportunitiesrelating to causation and it was felt that strategy 9 from handout 5.4 in thegeneric unit (see appendix 5A.1) was well suited to this. It was also felt thatpassive learning was a feature of Year 9 lessons, with pupils increasinglyreluctant to contribute orally to lessons and that this strategy might assist inaddressing this.

One example of where it was used was in exploring the causes of the SecondWorld War. Pupils had studied an outline of events from 1933 to 1939. Workingin groups, they generated five questions to address the big question: ‘Why didBritain declare war on Germany in 1939 and not the other way round?’ Havingtaken feedback from all groups, the class decided on the best two from eachgroup. These were then used to structure an enquiry into the causes of theSecond World War.


Evaluation

Feedback from the pupils indicated that they felt their prior knowledge andunderstanding of topics was being acknowledged, developed further and usedto inform teacher planning. Follow-up interviews with pupils had revealed thatpupils enjoyed the activities. They felt as if they had some control over theteaching and learning and how their progress was being assessed. They alsotended to see ‘testing’ less as something designed to ‘trip them up’ and moreas part of the learning process. The department decided this would be a usefulprocess to extend across the key stage. They could also see its application forinforming revision priorities for pupils and teachers at Key Stage 4 and KeyStage 5.

The traffic lighting activity in Year 8 was seen as a particularly useful tool intargeting support and making more informed use of additional classroomsupport.

It was also felt that these activities had highlighted the need to prioritise KeyStage 2/3 transfer in the department development plan.

Overall, the department felt the strategies were extremely useful in helpingpupils to improve the quality of their work.


Task 5C





Context

The history department in School A felt that significant progress had been madein developing pupil peer assessment in Years 7 and 8 (see Tasks 5A and 5B).They were keen to build on the progress they had made through the strategiesoutlined for Year 9 in Task 5B by focusing more intensively on pupil selfassessment.

Process

All Year 9 pupils were required to produce a written explanation of the causes ofthe Second World War. This was a key piece of work and therefore it wasdecided that this would be an appropriate focus for pupil self assessment. Thedepartment agreed the learning objective and the success criteria linked to it,both of which were to be shared with the pupils before they began their work.The criteria took the form of a ‘success ladder’, which could be understood bythe pupils and would form the basis of their self assessment.

The learning objective for the lesson was to:• analyse and explain the causes of the Second World War.

The ‘success ladder’ made the learning goals explicit so that all pupils knewwhat they were working towards.

✓ I can describe one of the causes of the Second World War.

✓ I can describe more than one cause of the Second World War.

✓ I can explain more than one cause of the Second World War.

✓ I can show how the causes of the war can be sorted into short term andlong term.

✓ I can show how some of the causes of the war are connected to eachother.

✓ I can reach a conclusion that explains why I think some of the causes aremore important than others.


Having completed the written explanation of the causes of the Second WorldWar, the process of self assessment was modelled by the teacher. This allowedthe pupils to see and hear the self assessment process. The work of a previousYear 9 pupil was used for this.

When carrying out their self assessment, pupils received the followingguidance.

1 Identify where you are on the success ladder.

➣ Highlight the description(s) that you think most closely fits yourexplanation.

➣ Now go through your explanation and highlight evidence to support your choice.

2 Think about how you got there.

➣ Explain briefly how you planned your explanation before you beganwriting it.

➣ When did things get tricky and what helped you get past the tricky bits?

3 Go back to the success ladder.

➣ Look again at the success ladder and decide what you would need to doto move further on.

➣ Add one or two sentences to your explanation that would help to move iton, e.g. if you did not include a conclusion, write the opening line of aconcluding paragraph.

4 Think ahead.

➣ Think about what you will do differently next time you have to analyse andexplain the causes of an event.

➣ Identify up to three targets for improvement.

The department were also aware that in terms of organisation andcommunication, pupils were not given adequate opportunity to communicatetheir knowledge and understanding using spoken language. They had madesome use of oral frames following department development work based on theLiteracy in history training module on speaking and listening. Building on this,they developed a framework to support pupils in putting together a spokenevaluation of their work. Pupils could choose to produce a spoken or writtenevaluation. The framework is set out in appendix 5C.1.


Evaluation

As far as possible, members of the department team-taught their Year 9 groupsto allow observation of pupils assessing their own work. Pupils were givenfeedback on how well they had done this. A large number of pupils had opted todo a spoken evaluation of their work and, as far as possible, they wereencouraged to do this in pairs, with the ‘listener’ providing feedback. It was feltthat a number of pupils would have benefited from a bank of connectives (asdescribed in the Literacy across the curriculum module Writing style) to be usedalongside the framework to encourage pupils to extend their ideas further.

In some groups, teachers were able to carry out pupil interviews to ask themhow they thought the self assessment had helped them to learn moreeffectively. In general, the responses were very positive. Pupils found the selfassessment very demanding but worthwhile. They found the modelling by theteacher particularly useful. Pupil responses were collated and fed back to thedepartment. The next stage for the department was to ensure mechanismswhereby pupils could refer back to this process and use the personal targetsthey had set to inform future work on causation.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.


Appendix 5A.2

Peer assessment exercise

WHAT WAS THE TASK?To produce an essay entitled: ‘Were the Romans brutal orcivilised?’

WHAT INFORMATION WAS PROVIDED?The pupil had studied a number of pieces of writtenevidence about Roman history. She had also watched thefilm Ben-Hur.

WHAT ARE YOU LOOKING FOR IN THIS PIECE OF WORK?• How well she has organised her ideas.• How clearly she has communicated her ideas.• What use she has made of evidence to back up these

ideas.• How far she has used appropriate terms about the

Romans.• Whether she has reached a judgement on whether

the Romans were brutal or civilised.

GETTING STARTED1 Read the title of the essay again.2 Read right through the essay to get the general

picture of the ideas being put forward.3 Now work in pairs to annotate the essay in the

following way.■■ Read the opening sentence; in the box, say what

the purpose of this sentence is.■■ Now read the opening sentence of the first

paragraph. In the box, identify whether the pointmade is relevant to the question.

■■ Read the rest of the paragraph. Use ahighlighter to highlight where she has usedexamples from the evidence or film to back upthe point she made in the first sentence.

■■ Now do this for all the paragraphs.■■ In a different colour, highlight whenever the pupil

has used the words ‘brutal’ and ‘civilised’. Do yousee any pattern?

■■ Read the final paragraph. Does the pupil make ajudgement about the Romans?

PUTTING IT TOGETHERYou now need to find a way to pull all this informationtogether to make a judgement on this piece of work. Readthrough it again, keeping an eye on the title as you do.Add any extra annotation that you think will help you.

Think about the following.■■ Does it include lots of her own ideas?■■ Does there seem to be two sides to her argument? In

other words, does she put forward the case for theRomans being civilised and brutal?

■■ How organised and clear has she been in putting thisacross?

■■ Is her judgement on the Romans backed up by thepoints she makes?

MAKE YOUR MIND UP TIME: WHICH SYMBOL?In the box at the bottom of the piece of work you need toindicate which symbol you think the work falls into. Is it aclub, heart or diamond? You MUST give reasons for yourchoice and include comments and examples from theessay. Read ALL the descriptions before you decide.Remember to choose the one that most closely fits thepiece of work.

Some of this essay is put together in asensible order. It shows that the pupil has put somethought into how they structure their work. It includessome appropriate words about the Romans, e.g. ‘brutal’,‘civilised’ and ‘slavery’.

This essay is put together in a sensible way. It shows that the pupil has thought through how theystructure their work to make sure they are answering thequestion. They have chosen information to back up theirideas. It includes appropriate words about the Romans.

This essay is put together in a well-structuredway, which makes sure the question is being answered.Evidence has been carefully chosen and put together. Thejudgement or conclusion reached is well developed, in thatit weighs up the evidence.

YOUR FINAL TASKGive this pupil up to three targets for improvement of herwork. Look back at the ‘What are you looking for …?’section and the level descriptions to help you.


A Year 7 pupil’s first attempt at peer assessment

Appendix 5A.3

I believe that the romans were brutal and civilised.

My evidence is as follows.

I have studied the Roman Amphitheatre, which, in my opinion shows that theromans were brutal. The reason for this is; what sort of bloodthirsty personwould want to watch two people kill each other in an unfair fight to the death.Also, men are matched against animals and were usually mangled by them. Then,the audience would vote for them to be killed or not.

I have also studied the Roman Circus, which, in my opinion, shows that Romanswere brutal. The reason for this is; in Ben Hur we saw that they raced chariots inthe circus, at great speed, but if a rider fell off, they would try to take them offthe field, but usually they would be trod under by horses and the chariot wheels. Ithink that is discusting.

Apart from the chariot race in Ben Hur, the film also told me about how theRomans took over peoples land and property, how they treated their slaves, howthey treated people with leprosy, and how they treated Jesus.

The Romans were scared of Jesus because they didn’t know what he was, so theykilled him. Some people treated their slaves fairly, but some were horrible tothem. If a Roman could find someone guilty of a crime they’ed send them out oftheir home and take their land and property.

Overall the film showed me that the Romans were brutal.

Written sources on slavery and I dissagry with the way slavery was shown in BenHur because the Romans treated the slaves by putting chains on their feet andmaking them work until they die.

Written evidence also shows that Romans treated their wives badly becausethey treated them like possetions.

Evidence to show that Romans were civilised includes toilets and aquaductsbecause aquaducts passes water to Roman baths and toilets. The Romans werecivilised because they thought of hygyne.

In conclusion, therefore, I would like to say that the Romans were brutal andcivilised.

She says that the Romans are both brutal and civilised.

Comments and example: Well set up. She put brutal first, then civilised then atthe end the conclusion. Chosen evidence well.

Targets: Build up the conclusion. Needs to weigh up evidence. She has put moreevidence on brutal than civilised. Maybe a title.

She is going toprove what shebelieves

Disgusting(spelling)

A point ofbrutal

Saying whatshe thinks

More evidenceon brutal

Which symbol?

Evidence thatthe Romanswere civilised

Proving thatthe Romans arebrutal

Brutal is in thefirst part of thepiece andcivilised is inthe bottompart

Her conclusion

Her answer tothe question

It’s notrelevant. Itdoesn’t sayanything aboutwhether theRomans werebrutal orcivilised.

Spellingno e

disagree

possessions

hygiene

civilised


Appendix 5B.1

KWL table

DateKNOW ALREADY

1 We know that Henry VIII was good lookingwhen he was young and that he had anolder brother called Arther. His dad wasHenry VII. He wrote ‘Greensleeves’.

2 Henry had six wives. Some of them hadtheir head chopped off. Ann Bolin had sixfingers. He had some children – Elisabeth,Mary and a boy.

3 He was married to Catherine for a longtime. She was his first wife. She had adaughter. We think she was from Spain.Catherine didn’t want a divorce. He wanteda son.

4 We know Henry fell out with the Popebecause he wanted a divorce and he madehimself head of the church.

DateWANT TO KNOW

What happened to hisbrother? Why wasn’t heking?

Why did he have so manywives?

Why did he divorceCatherine?

Why did he want a son somuch?

What did the Pope have todo with Henry’s divorce?

DateHAVE LEARNED


Appendix 5C.1

A framework for spoken evaluation of my work on the causes of the Second World War

Name: Date:

Focus Subject Prompt

Where am I Where I am on the In my explanation of the causes of the Second now? success ladder? World War, I …

Evidence from my work to back this up.

Evidence I have to back this up is …(I have written about short- and long-term causes)

How did I get there? How I planned my When I was planning my work, I firstly …explanation. After that …

From that point …

Aspects of the work I Probably the part of explaining the war I found most found difficult. difficult was …

I found it difficult because …How I worked throughthe problems.

To help me get over this problem I …

This helped me because …

How will I move my Thinking about the next My next step on the ladder is …work on? step on the

success ladder.To reach the next step I will need to …

Identifying things I willdo differently next time In this way I will be able to …I have to analyse andexplain the causes of In the light of this my targets for improvement are …an event.

Thinking of targets for improvement.

1 Assessment for learning Unit 5: Developing peer and self assessment in ICT © Crown copyright 2004

Developing peer and selfassessment in ICT

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to ICT. Aspart of the whole-school focus on this, the following subject developmentmaterial is intended to help you consider the key messages of the training unitand identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach ICT.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in ICT and provide guidance on howto embed this into regular practice in ICT lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in ICT. You will need to be clear on what has helped pupils to learnmore effectively in your subject. Part of this will be how your practice hasadapted to allow this. You should jointly identify what has worked well andwhich areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

The department in School O wanted everyone to be involved in this task, asthey already knew that peer and self assessment was an area they wanted toextend. Teachers identified it as an area they felt unsure about, and some feltthey did not know how to enable pupils to review others’ work withoutbecoming overcritical or too negative.

Each year group was already using amended versions of the sample teachingunits. The subject leader wanted teachers to carry out paired observations.There were some members of the department who were anxious about givingfeedback from lesson observations to other colleagues, so the subject leaderdecided that before they made their own observations they would use adepartment meeting to work through the process together using the video fromthe Standards and assessment core training day lesson. This shows a lessonfrom the sample teaching unit 7.3, Making a leaflet. This allowed teachers to‘practise’ the activity before working with peers.

Process

The subject leader first made sure everyone was familiar with the sampleteaching unit 7.3. They watched the first six minutes of sequence 3 (up to ‘Lookat the homework from lesson 1’). This showed the starter from lesson 2 ofsample teaching unit 7.3 (page 17). The video showed pupils in Year 7evaluating three different versions of a cover for a ‘What’s on’ magazine onAmstead, i.e. using strategy 2 ‘Use examples of work from anonymous pupilsand ask their peers to suggest possible ways of improving the work’ outlined onhandout 5.4 (see appendix 5A.1). As they watched the video, teachers madenotes on what the impact on pupils’ learning was and then reflected on how farthe key benefits identified on handout 5.4 had been fulfilled. The subject leaderled a discussion based on this piece of video.

They then watched sequence 2 on the video, which showed pupils givingfeedback to each other on their designs for a school leaflet (Activity 3, page 18).This again used the strategy ‘Use examples of work from anonymous pupilsand ask their peers to suggest possible ways of improving the work’ fromhandout 5.4 (see appendix 5A.1). The subject led another discussion on this.

The subject leader then asked teachers to discuss in pairs what feedback theycould have given the teacher to help her develop her pupils’ peer assessmenttechniques further. Teachers felt this was particularly helpful, as it gave them anopportunity to give colleagues feedback in a non-threatening and positive way.


Following that, the subject leader introduced Task 5A. Teachers first chose onelesson in the sample teaching unit they were currently teaching that allowedgood opportunities for peer assessment. They then used handout 5.4 (seeappendix 5A.1) to decide which strategies would be the most effective foreach potential activity. The lesson was carefully planned and annotated to showwhich strategies were going to be used.

All the lesson observations took place in a three-week period, so that allteachers did Task 5A before the next full department meeting. After eachlesson, each pair of teachers fed back their observations to each other. At thenext full department meeting, all teachers fed back their experiences and thedepartment evaluated what gains had been made in pupils’ learning. Teachersresponded very enthusiastically and all agreed that peer evaluation was apowerful technique. However, it was clear that their pupils were not skilled atgiving feedback and lacked the vocabulary to describe their work to each other.The department decided this would need to be developed over a period of timeand that the sample teaching units would need to be extended to allow this.

Evaluation

Each year group decided to amend the next planned sample teaching unit toextend the opportunities for peer and self assessment further. In some casesthis meant annotating existing lessons and extending certain activities. In mostcases, an additional lesson was added that focused on evaluating their own orothers’ work. Teachers also wanted to find opportunities to model how to giveand receive constructive feedback. The teachers felt it was very important toreturn to this subject in a future meeting and review their progress. One teachervolunteered to video a lesson from the revised plans, and a date was set whenthis would be viewed and evaluated.


Task 5B

In your department identify existing and potential peer and self assessment opportunities from the scheme of work for a year group or unit.




Context

Over the last two years, the ICT department in School S has been using the QCAschemes of work. Years 7 and 8 were also using the sample teaching units. Year 9teachers felt confident that they had been providing good opportunities for pupils’peer and self assessment during the work they had already been doing on thesystem life cycle. This work always included an element of evaluation within it andpupils were used to giving feedback to each other. However, this had been lessconsistent in Years 7 and 8. To ensure that pupils would be more readily equippedacross the whole key stage, the department decided to identify someopportunities to introduce peer and self assessment techniques in the sampleteaching units for Years 7 and 8.

Process

Teachers decided to use handout 5.4 (see appendix 5A.1) to note some ofthe more obvious opportunities for peer and self assessment in the units. Theirresults are shown in the table below.


1 Encourage pupils to listen to pupils’ responses to questionsand presentations made in class and to ask questions onpoints they do not understand.

2 Use examples of work from anonymous pupils and ask theirpeers to suggest possible ways of improving the work andhow they would meet the learning outcomes.

3 Ask pupils to use the expected outcome to comment onstrengths of each other’s work and to identify areas forimprovement.

Example of how and where it couldbe used in a Key Stage 3 ICT lesson

Most lessons, but particularly:

7.1 Lesson 1 – plenary.

7.1 Lesson 4 – evaluation.

7.1 Lesson 6 – evaluation.

7.1 Change the focus of the unit usingwork that needs improving to drawout criteria.

7.3 Lesson 6 – could alter section 3, thefinal product, to include work from aprevious pupil’s attempt.

8.2 Lesson 5 – could adapt so thatpupils use these criteria in theplenary to enable pupils to makejudgements. (continued)


The department felt they wanted to change some of the descriptions in thestrategies column of handout 5.4, to more accurately reflect the work theycarry out electronically (in particular point 4 above). They also felt that strategiesthat ask pupils to judge against criteria or expected outcomes were moreappropriate than those that required a ‘correct answer’ or traditional markscheme.


4 Ask pupils to ‘mark’ each other’s work but without giving them the criteria. Instead, ask them to find the correctanswers from available resources.

5 Ask pupils to write their own questions on a topic to match the expected outcome and, in addition, to answer others’questions.

6 Asking pupils in groups to write five questions for whole-classdiscussion and identify the best two from each group (togenerate 10–12 questions, e.g. for homework).

7 Ask pupils to analyse mark schemes and devise their own fora specified task.

8 Ask pupils to decide whether they think an answer isreasonable, whether they can add to the answer or whetherthey would have given another answer.

9 Encourage pupils to develop assessment criteria for periodicassessment tasks.

10 Ask pupils for their level of confidence with a particular pieceof work.

Example of how and where it couldbe used in a Key Stage 3 ICT lesson

7.4 Lesson 2 – interrogating a model toanswer questions.

NB: Many resources could be electronic.

7.4 Lesson 3 – starter.

8.2 Lesson 7 – could alter the plenary toask pupils to evaluate using theirown knowledge.

7.5 Lesson 3 – pupils develop their ownquestions to test hypothesis.

Most lessons.

A traditional mark scheme is often notappropriate for ICT work. However, usingcriteria to evaluate a piece of work is oftenextremely useful.

7.3 Lesson 2 – using criteria to evaluatethe leaflets.

7.3 Lesson 3 – adapt starter to usecriteria.

7.3 Lesson 6 – the final product (modelusing a previously producedexample).

7.4 Lesson 5 – develop criteria to judgethe report.

7.4 Lesson 4 – test the model.

7.6 Lesson 4 – plenary.

7.3 Lesson 3 – plenary (outcome ratherthan answer).

There are many ‘tasks’ in the units wherecriteria are, or could be, used forassessment. For example:

7.3 Lesson 6 – the final product

7.4 Lesson 5 – develop criteria to judgethe report.

All lessons.


Although there were potential opportunities throughout the sample teachingunits for peer and self assessment, teachers felt they were most apparent inunits 7.1, 7.3, 8.2 and 8.5. They therefore decided that they would initially focustheir planning on these four units. In groups, teachers annotated the sampleteaching units and made the focus on peer and self assessment very clear.These annotations often included additional questions that the teacher couldask to ensure pupils were clear about their task and expected outcome.

Evaluation

Teachers then tried out one of the units over the next half term. The finaldepartment meeting before the half-term break was devoted to a review andevaluation of the units and lessons. Teachers were enthusiastic and excited bythe way their pupils had responded. They agreed that they wanted to build similartechniques into all the teaching units. They now felt in a better position to changeand amend the sample teaching units, as they were more confident about thetype of opportunities they could offer. They decided to change some lessonscompletely and used the Word versions of the sample teaching units, available onthe website (www.standards.dfes.gov.uk/midbins/keystage3) to do this.


Task 5C





Context

School J was an inner city school facing challenging circumstances. Pupilsoften had low levels of literacy and the vocabulary they used was often limited.The department decided that they wanted to focus on helping pupils evaluatetheir own performance against criteria. The department had used sampleteaching unit 7.3 with the previous cohort, and all teachers were familiar withthe content. They knew from their teaching of the unit that their pupils were notused to evaluating against criteria, and they often lacked the oral skills andvocabulary to express themselves clearly.

Process

The subject leader suggested that Year 7 should trial some focused work onevaluating against criteria and report their results to the rest of the departmentat the next department meeting. The Year 7 teachers had taught four lessons ofunit 7.3. They therefore decided that they would adapt the final lesson of unit7.3 (page 35) to include a sharper focus on evaluating against criteria. Thislesson asks pupils to create a simple display of their work covered in the unit.They decided that, in order to help pupils assess their own work, they wouldextend Activity 3, The final product to become a whole lesson. This would allowteachers to model the final product (using work from the previous cohort), agreethe criteria against which it would be judged, and allow time to explore andunderstand how to use the language of evaluation and review.


Their revised lesson followed the following format.

1 Starter, 10 minutes

Pupils given sets of cards with beginnings and ends of sentences to matchaccording to their experiences in the unit. Cards included:The bit I liked most about this unit was …The bit I liked least about this unit was …

… creating the logo because …… I found it very difficult because …… my design was clever and made you think about our school.… I am very good at using vector images and Word Art.… I am not very skilled at using vector images and Word Art.

… creating a leaflet because …… my design was very satisfying… my design matched the criteria well

The most effective part of my design was …The least effective part of my design was …

The way I used colour/white spaces/images was good because …

… it made me focus on the most important part of the leaflet… it made it easy to read… it was appropriate for an audience of Year 7 pupils/adults… it made clear what the leaflet was about

2 Brainstorm other useful evaluative vocabulary, 5 minutes

Display on whiteboard.

3 The final product: Explain task as described on page 35 of unit 7.3, 30 minutes

Model the outcome using an example from the previous cohort. Togetherwith pupils, construct a set of criteria against which the product could beassessed. Use these criteria to judge the example shown and makesuggestions as to how it could be improved. Ask pupils to work in pairs andproduce their own version.

4 Reviewing with others, 10 minutes

Use plenary on page 35 of unit 7.3.

5 Plenary, 5 minutes

Remind pupils of the importance of peer and self assessment. Ask pupils to annotate their display with at least one comment given by another groupthat they agreed with (briefly stating why) and one comment they disagreedwith (and why).


The Year 7 teachers then taught the rest of the unit (including this lesson). Theyfound that their pupils did indeed sometimes struggle with vocabulary and thattheir word walls and evaluative word lists became an immensely valuableresource. They also felt their pupils would have found the task extremely difficultwithout having had the experience ‘modelled’ for them. However, the teachersalso found that their pupils responded well and enjoyed the activity. They feltthey had made progress and were beginning to make some good, positive andoften insightful comments about their own and others’ work.

Evaluation

The department decided that they would look through the teaching unit theywere next going to teach and identify further opportunities across all yeargroups where this type of approach could be used, and in particular seewhether modelling the use of criteria could be extended.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.

1 Assessment for learning Unit 5: Developing peer and self assessment in maths © Crown copyright 2004

Developing peer and selfassessment in mathematics

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply tomathematics. As part of the whole-school focus on this, the following subjectdevelopment material is intended to help you consider the key messages of thetraining unit and identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach mathematics.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in mathematics and provide guidanceon how to embed this into regular practice in mathematics lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in mathematics. You will need to be clear on what has helped pupilsto learn more effectively in your subject. Part of this will be how your practicehas adapted to allow this. You should jointly identify what has worked well andwhich areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

During the whole-school training on peer and self assessment, themathematics department gave highest priority to developing the followingstrategy.

• Use examples of work from anonymous pupils and ask their peers tosuggest possible ways of improving their work and how they would meetthe learning outcomes.

The department chose this strategy as they were working on the problem-solving phase of the Year 8 multiplicative relationships mini-pack. In this phaseof the unit the teacher gives pupils some solutions to a problem and asks themto evaluate the efficiency of the strategies chosen, to identify errors and to makesuggestions for improvements.

Process

The department decided to work in pairs to plan a lesson with a focus ondeveloping this aspect of peer and self assessment. They used appendix 5A.2(handout PR6 from the Enhancing proportional reasoning materials) to supportthem in planning the lesson.

The learning objectives for the lesson were as follows.

• To use the unitary method to solve simple word problems involving ratio anddirect proportion.

• To solve complex problems by breaking them into smaller steps, choosingand using efficient techniques for calculation.

Appendix 5A.3 gives two pupils’ solutions to a problem – ‘Stacking CDs’.These, and others, are included as handout PR5 in the Enhancing proportionalreasoning materials. The teachers in this department chose to use the sameproblem to generate a set of their own pupils’ solutions.


Evaluation

After the lesson, each pair of teachers discussed the impact this approach hadon pupils’ learning. This formed the basis of a discussion at the nextdepartment meeting. The following gains were identified.

• In interpreting the methods of others, pupils became more aware of therates they were calculating, i.e. choosing between CDs/1 cm and cm/1 CD.This helped many to recognise their own mistakes in solving the problem.

• Pupils recognised the importance of communicating the steps in theirsolution,

e.g. 5 ÷ 9 = 0.56 (2 dp) so 1 CD is 0.56 cm wide.

• Pupils recognised that inefficient methods often led to mistakes beingmade.

• Pupils were keen to see examples of efficient, accurate methods.


Task 5B





Context

Departments that have worked with the Interacting with mathematics KeyStage 3 materials have identified good opportunities to promote peer and self assessment.

Process

One department used the Year 9 activity ‘Revising explanations’ from thematerials Securing progression in handling data as an opportunity to work onstrategy 3 on handout 5.4.

• Ask pupils to use the expected outcome to comment on strengths of eachother’s work and to identify areas for improvement.

In this activity, pairs of pupils compose a written explanation. In the materials,the explanation relates to their interpretation of data on teachers’ ages given ina chart (see appendix 5B.1). This is followed by the whole class evaluating andrefining one example of a written statement, highlighting good sections of theexplanation and identifying sections that could be improved. Finally, the pupilsgo through the same process in groups of four. (Details of the full activity aregiven in appendix 5B.2.)

Another department used an opportunity in the Year 8 Multiplicativerelationships and Year 9 Proportional reasoning mini-packs as a starting pointto develop strategy 5.

• Ask pupils to write their own questions on a topic to match the expectedoutcomes and, in addition, provide answers to others’ questions.


Phase 3 in both these unit plans focuses on problem solving. The learningobjective for this work is ‘Solve increasingly demanding problems and evaluatesolutions; explore connections across a range of contexts’. Suggestedactivities include the following.

• Ask pupils to choose one problem.

– In pairs, discuss alternative methods for solving the problem.

– Change the numbers to make the problem more difficult and consider howthe methods could be adapted.

– Ask different or supplementary questions from the same context.

• Ask pupils to make up similar problems for a partner to solve.

After trialling this and feeding back to the department, the teachersexperimented with developing this strategy for peer and self assessment withYear 8 classes using problems on percentages in the multiplicative relationshipsunit. Alongside this, the department introduced ‘traffic lights’ (see appendix5.1 of the generic unit) to get information on the extent to which individual pupilsfelt they had achieved the learning objective.

Evaluation

In reviewing this work, the department identified the following gains in pupillearning.

• Pupils extended their methods for solving problems involving percentages.In doing this they developed more of a feel for why different methods work,making links across percentages, decimals and fractions.

• Pupils increased their ability to explain their methods to someone else.• Pupils devised more challenging questions than had been planned by the

teacher.

Following the success of this work, the teachers looked for further opportunitiesin their schemes of work to use the same activities. They identified a range ofmathematical topics with potential for this approach and chose to start withwork on solving equations across Key Stage 3.


Task 5C





Context

In response to the recent requirement for pupils to produce GCSE courseworkon handling data, a group of schools got together to plan how to help pupils tobuild on their Key Stage 3 work.

Process

They wanted to devise an approach that would enable pupils to begin to evaluatetheir own performance against the GCSE criteria. They decided to use project 3from Bridging plans from Key Stage 3 to Key Stage 4 as the basis for planning twounits of work – one taught towards the end of Year 9 and the other early in Year 10with the peer and self assessment activity as part of the Year 10 work.

The main learning objectives for the units on handling data were to:• discuss a problem that can be addressed by statistical methods and identify

related questions to explore• communicate interpretations of a statistical enquiry using tables, graphs

and diagrams.

They planned to get pupils to use a given data set to identify a question orhypothesis to test, collect, process and represent data relevant to their chosenenquiry and to interpret the results. Pupils were to produce a written statisticalreport as a record of this work.

The teachers identified the following learning outcomes for the work to sharewith pupils.

We will have written a report that:• identifies a question or hypothesis to test using a secondary data source• draws on relevant raw data that is summarised using appropriate statistical

methods (e.g. mean, median, mode and range) and represented on chartsand graphs in ways that help identify the key features

• interprets the data and answers the question posed.


One of the schools gave the Year 9 classes a set of athletics data from the PEdepartment. The learning outcomes were shared with pupils at the beginning ofthe paired work and recorded on task sheets for each pair of pupils to referenceduring the work. Pupils worked collaboratively in small groups to produce theirwritten report.

On completion of this work, the teachers got together to prepare for the nextstage of the work in Year 10. They selected two of the reports produced in Year 9. They duplicated both reports, cut each up into the different components(e.g. the question to answer, the plan for data collection, charts and graphs,interpretative statements) and placed these in envelopes for pairs of pupils towork with. In addition, and based on the same data, the teachers producedextra components that did not relate to the question/problem being explored.

In Year 10, pairs of pupils were given the envelopes and asked to select therelevant components to make a coherent report. After completing this task,they were asked to focus on the same learning outcomes as for the Year 9activity to help assess the quality of the report. The teacher provided additionalprompts based on the GCSE criteria for interpreting and discussing results (seeappendix 5C.1). Pupils were asked to select the most appropriate statement ineach box and to talk about how the report could be improved.

Before starting the task, each teacher established ground rules for the pupils inassessing each other’s work. They also provided some principles for effectivefeedback. These included:• being specific• giving three positive points for every negative point.

The teacher was able to observe and listen to pupils while they engaged in thiswork. At the end of the lesson, the teacher provided feedback for the pupils onhow well they had done. The following points were made.

• Pupils had looked closely at the data as presented and made helpful pointsabout the comments within the report. Many pupils had made suggestionsto improve the detail of comments in the reports. Examples of these wereexplored.

• The teacher emphasised the importance of looking for the differencebetween two consecutive criteria. Again, examples were explored.

Evaluation

Following completion of this work, two teachers in the department planned afollow-up lesson to get pupils’ views on how the sharing of criteria forassessment had helped with learning. The teachers interviewed groups ofpupils (four at a time) to ask them how they thought the peer assessment usingthe previous term’s work had helped them to learn more effectively. Pupils’responses were collated and fed back to the department. These were verypositive. The use of the GCSE criteria in pupil speak helped pupils to appreciatethe standards of their work. Pupils commented on how helpful it had been tofocus on one or two of the criteria, relating to the stages of the handling datacycle. This had helped them to improve their awareness of what they needed todo to improve their work and attain higher standards in the statistical reportwriting.


The rest of the department planned to trial the bridging project lessons and alsoundertook to use the same peer assessment strategy in another lesson thatthey would plan, teach and then share the outcomes with the rest of thedepartment.


Referenced strategy materials

Framework for teaching mathematics: Years 7, 8 and 9 (DfEE 0020/2001)

Interacting with mathematics in Key Stage 3: Enhancing proportional reasoning(DfES 0093/2003)

Interacting with mathematics in Key Stage 3: Securing progression in handlingdata (DfES 0658/2003)

Interacting with mathematics in Key Stage 3: Year 8 multiplicative relationshipsmini-pack (DfES 0220/2002)

Interacting with mathematics in Key Stage 3: Year 9 proportional reasoning:mini-pack (DfES 0588/2002)

Bridging plans from Key Stage 3 to Key Stage 4: mathematics (DfES 0081-2004 G)

All the above materials can be found at www.standards.dfes.gov.uk/keystage3by selecting ‘mathematics’ and then ‘mathematics publications’.

QCA materials

Using assessment to raise achievement in mathematics, Section 1(QCA, www.qca.org.uk)

Ofsted materials

Good assessment practice in mathematics (Ofsted, www.ofsted.gov.uk)


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.


Appendix 5A.2

Planning a lesson using pupils’ scripts

Selecting scripts before the lesson

• Choose a small selection of pupils’ solutions, based on one or two problems – perhaps no more than fouraltogether for the group task.

• Ensure pupils are familiar with and reasonably successful at problems of the chosen kind, not just meeting themfor the first time.

Modelling the task

Plan to model what will be a new task for the class, in a clear structured sequence, thinking aloud about what to do,so that pupils can imitate it.

• Choose one or two solutions to a problem to discuss as a class. Question pupils in order to elicit evaluativecomments, refined to written statements.

• Ensure the class understands that they are commenting on the solutions and giving advice which could help thepupils improve their work, not just putting ticks, crosses and corrections.

Paired or small-group work

Organise well-focused small-group work, to give all pupils an opportunity to interpret the scripts, share thinking andrefine ideas together.

• Ask pupils to begin by classifying the solutions as correct or incorrect.

• Pupils might write their comments on sticky notes.

– Correct solutions should be checked for efficiency and a clear target for improvement noted, if appropriate.

– Incorrect solutions should have the errors identified and a clear strategy for correction and improvementnoted.

Plenary

Plan some key questions for the plenary, particularly to elicit:

• comments on the approaches used in the written solutions;

• views on what kinds of feedback or written comments would help the pupils to improve their work;

• reflections on what the class themselves can learn from the process of discussing other pupils’ work.


Two pupils’ solutions to a problem – ‘Stacking CDs’

Appendix 5A.3

Anna’s solution

9 CDs put side by side on a shelf measure 5 cm. How many centimetres would 14 CDsplaced side by side measure?

Sam’s solution

9 CDs put side by side on a shelf measure 5 cm. How many centimetres would 14 CDsplaced side by side measure?


Appendix 5B.1

Key Stage 3 test question (2000 A2 17): Teachers

1. TeachersA newspaper predicts what the ages of secondary school teachers will be in six years’ time.

They print this chart.

(a) The chart shows 24% of male teachers will be aged 40 to 49

About what percentage of female teachers will be aged 40 to 49?

…………… %

1 mark

(b) About what percentage of female teachers will be aged 50+?

…………… %

1 mark

(c) The newspaper predicts there will be about 20 000 male teachers aged 40 to 49

Estimate the number of male teachers that will be aged 50+

………………

1 mark


(d) Assume the total number of male teachers will be about the same as the total number of female teachers.

Use the chart to decide which statement is correct.

Tick (✓) your answer.

Generally, male teachers will tend to be younger than female teachers.

Generally, female teachers will tend to be younger than male teachers.

Explain how you used the chart to decide.

Appendix 5B.1 cont.


Appendix 5B.2

Revising explanations (Year 9): prompts

These following tasks use resources available from the Year 9 folder on the Securing progression in handling data CD-ROM. Select from these according to the needs of your class.

• Handling data question bank provides a set of ten questions ranging from level 4 to level 7 drawn from previous Key Stage 3 tests.

• Responses gives examples of pupils’ responses to the ‘explaining’ part of each question.

Task 1 (whole class): Developing explanations

The teacher leads the class through the process of composing an explanation to a selected question.

Preliminary stepIn some questions the ‘explain’ part is presented towards the end. Where this is the case it would be useful to workthrough the preceding parts, dealing with any misunderstandings, before starting this activity on composingexplanations. This might be done in an earlier lesson.

Explaining stageFocus on the ‘explain’ part of the selected question. Emphasise that pupils should not think of this as a test question.They are to imagine that they are putting the chart and the requested explanation into a magazine article. The explanationshould be about three or four sentences long.

The following steps may be ordered differently to suit a particular class.

1 Model how to compose a written explanation, explaining your thinking aloud and pointing out key features such ascorrect use of technical vocabulary or appropriate use of words such as whereas, though, while, unless, however,equally and also.1

2 Ask pupils to work in pairs to compose one written explanation (perhaps on a whiteboard).

3 Select a response to the chosen question (either from your class or from the CD-ROM). Show it to the class andtogether with the pupils, analyse, annotate and perhaps revise the response. (Examples of annotated scripts areavailable on the CD-ROM to illustrate what this step might look like.)

4 Ask pairs to review their own explanation in light of the whole-class discussion.

1 For more guidance on the use of connectives for contrast or comparison, see Literacy across the curriculum module 2,Literacy in mathematics (available on the Key Stage 3 website from January 2004).


Appendix 5B.2 cont.

Task 2 (groups): Discussing and revising

Pupils evaluate each others’ explanations.

• Select an appropriate question. Ask pairs of pupils to write their joint explanation on whiteboards, then join withanother pair to discuss and evaluate the two responses. Guidance on The role of the review partner (CD-ROM) willhelp here.

• Tell the four to agree a final form of the explanation in the light of their discussion.

• Select one or two examples, discuss the explanations with the class and ask pupils to explain how their discussionsimproved their writing.

Task 3 (whole class): Assessing explanations

Pupils assess other people’s answers in test conditions.

• Select a question and six brief explanations written under test conditions (available on the CD-ROM). Display ordistribute these to the class. Explain that three answers would gain full marks and three would not. One of each isalready identified.

• Together with the pupils, ‘mark’ the remaining answers, showing why some are deficient and how they should be improved. Correct and incorrect responses are identified for teacher use on the Test answer summary sheet(CD-ROM).


How could the report be improved?

Learning outcome

The written report interprets the data and answers the question posed.

GCSE criteria

• There are comments on patterns in the data.

• There are comments on patterns in the data and any exceptions to these.

• There are comments on patterns in the data and reasons are suggested for the exceptions.

• There are comments on patterns in the data and plausible reasons are given for the exceptions.

• Results are summarised but not related back to the question posed.

• Results are summarised and related back to the question posed but some conclusions are incorrect orirrelevant.

• Results are summarised and related back to the question posed and appropriate inferences are made.

• Results are summarised and related back to the question posed and correct and detailed inferences aredrawn from the data.

Appendix 5C.1

1 Assessment for learning Unit 5: Developing peer and self assessment in MFL © Crown copyright 2004

Developing peer and selfassessment in modern foreignlanguages

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to modernforeign languages. As part of the whole-school focus on this, the followingsubject development material is intended to help you consider the keymessages of the training unit and identify any areas requiring development inyour department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach modern foreign languages.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in MFL and provide guidance on howto embed this into regular practice in MFL lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in modern foreign languages. You will need to be clear on what hashelped pupils to learn more effectively in your subject. Part of this will be howyour practice has adapted to allow this. You should jointly identify what hasworked well and which areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

Having attended their whole-school training in peer and self assessment, theMFL department, comprising four teachers, decided to work together ondeveloping their practice.

They hoped that by providing opportunities for pupils to be explicitly taught howto assess their own progress objectively via peer assessment, their pupilswould become increasingly independent learners.

They decided to focus their initial developmental work on some Year 8 workbased on Unit 7 Les autres pays from the MFL scheme of work for Key Stage 3(QCA/DfES). The teachers were eager to do further work on the Year 7Framework objective 7L6, which focuses on developing pupils’ ability toevaluate and improve the quality of their work, and Framework objective 8L4,which develops pupils’ understanding of how the use of extended sentencescan add interest to what they say. They particularly wanted to encourage pupilsto use the target language more independently.

They chose strategy 3 on handout 5.4 (‘Use examples of work fromanonymous pupils and ask their peers to suggest possible ways of improvingthe work and how they would meet the learning outcomes’), as they thoughtthat it would be a manageable starting point for their focus on improving peerand self assessment. As a department of four, the head of department agreedthat she and one other teacher of French would work as a pair to plan, trial andreview their use of strategy 3 above. They agreed to plan a lessoncollaboratively and that they would each trial the strategy selected within theplanned lesson over the course of the next three weeks. Finally, they wouldmeet together to evaluate the outcomes.

Process

The teachers decided to trial their selected strategy within a Year 8 lessontowards the end of their work on Unit 7, Les autres pays. The learningobjectives were derived from the MFL Framework objectives 7L6 and 8L4 andwere as follows:• To know what makes a good oral presentation and how to improve it.• To learn how to use extended sentences to add interest to your spoken

work.


The expected learning outcome was:• to produce a two-minute oral presentation describing a European country.

These objectives and outcome were displayed on the whiteboard and wereshared with the pupils at the start of the lesson.

During their work on the unit, the pupils had already learned or revised thevarious language items needed for the presentation. There had been aparticular focus on the use of connectives in complex sentences. The pupilshad done some independent research about their chosen country on theInternet and had written a rough draft of the oral presentation they were to makeat the end of the lesson. Initially the teacher played two video clips in which thespeaker was describing a European country. One showed mainly thecharacteristics of level 4 speaking, where most of the class was performing,while the other demonstrated some level 6 characteristics.

After watching each presentation, the teacher paused the tape and asked pairsof pupils to discuss it and complete the grid below. The whole class thendiscussed their findings. Finally, the whole class discussed the features of agood oral presentation and noted these under their grids. They then amendedtheir drafts individually and wrote up the final presentation, which they gave atthe end of the lesson.

Presentation 1 Presentation 2

Good points Things to Good points Things to

improve improve


Evaluation

At their next meeting, the teachers reviewed the effectiveness of the strategythey had used, particularly with regard to their impact on the quality of theoutcomes achieved in relation to the objectives and expected outcomes. Inparticular they noted the following.

• The use of the peer and self assessment strategy selected caused them toidentify and focus their short-term planning more explicitly on the expectedlearning outcomes for the lesson.

• The presentations of most pupils showed that they were more successful inachieving the expected learning outcomes, especially the lower achievingpupils.

• It was productive, in some instances, to ‘engineer’ the pairings in which thepupils carried out their peer and self assessment. Pairing more-able andless-able pupils and confident and less-confident pupils seemed to workparticularly well.

• Pupils’ use of the target language was more sustained and confident thanwas previously the case.

• The department felt confident that peer and self assessment had thepotential to raise the standard of their target language use and decided totrial other strategies over the next half-term, beginning with strategy 3 onhandout 5.4 (‘ask pupils to use the expected outcome to comment onstrengths of each other’s work and identify areas for improvement’).


Task 5B



Agree a review meeting, that focuses on the gains made in pupils’learning.


Context

The MFL team used appendix 5.1 in Unit 5 as a basis for a detailed discussionabout the potential range of strategies for peer and self assessment and theextent to which they were already being employed by the MFL team with KeyStage 3 year groups.

Process

The department considered their planning for the following half term and built inopportunities to experiment with a variety of additional types of peer and selfassessment using several techniques outlined in appendix 5A.1. Twoexamples of techniques they planned into their Year 8 unit of study are providedin the text that follows.

They decided to video a couple of lessons in which techniques were trialled sothat this could be used to inform their evaluations.

Example 1: Year 8

The department decided to extend the use of the ‘thumbs up’ strategy as arapid feedback approach for developing early peer and self assessment ofgymnastic routines. They planned opportunities for this into interim plenaries fora series of Year 8 lessons within the next unit of work which the departmentcovered after the lesson described in Task 5A, Fais ceci … faites cela, from theMFL scheme of work for Key Stage 3 (QCA/DfES).

The learning objectives for the unit were that pupils will:• know how to make questions for asking the way in French • understand directions around a town.

The learning outcomes were to be able to:• take part in two dialogues• follow your partner’s directions in a dialogue• ask the way to a place in a French town, using different questions.


More detailed success criteria were worked out by the pupils and were to:• find their way to the place• give the right directions to their partner• speak the directions and questions smoothly• speak without making many mistakes• use as many different questions as possible.

Opportunities included:• Pupils assessing their own performance using thumbs up/thumbs

down/thumbs neutral. For example, after their first dialogue, pupils wereasked to self-assess their own performance by indicating, depending on therole they were in:– thumbs up if they were confident that they were understanding the

directions– thumbs neutral where they were some way towards fulfilling the success

criteria but, for example, they had make a mistake in one of the questions– thumbs down if, for example, they were hesitating a lot.

• Pupils peer-assessing the performance of a partner. For example, oncepupils had become confident in assessing their own work they were askedto form groups of four, and pairs watched another pair performing theirdialogues and assessed them using thumbs up/thumbs down/thumbsneutral. Pairs were then asked to discuss what was successful and howthey might improve.

• Whole-class feedback following the observation of one pair’s performanceusing thumbs up/thumbs down/thumbs neutral. Pupils with differences ofjudgement were then asked to explain their views. This allowed whole-classdiscussion about what makes a successful performance.

Example 2: Year 8

The department also decided to plan for the use of self assessment usinggeneric prompts to help improve pupils’ ability to evaluate the strengths andweaknesses of performance in performing dialogues in French in order to applythis understanding to their own work. The following lesson example cametowards the end of the same Year 8 unit of study referred to in example 1.

The learning objectives were for the pupils to:• understand how to make judgements about strengths and weaknesses in a

dialogue in French• know how to re-use language they already know in new situations.

The expected learning outcomes were for pupils to be able to:• perform a group dialogue re-using some known language in a new way• analyse their own and other pupils’ performances in a dialogue, using a

prompt.

After three lessons, during which the pupils had been writing a scene for atelevision soap, to acquire a range of language appropriate to buildingdialogues based on giving instructions, the following task was used.


• First, pupils practised their own scene in groups of four. They then joinedwith another group of four and watched each other’s scene. Pupils weregiven a sheet with prompts (see below) to suggest improvements to whatthey had seen and help them plan improvements to their own dialoguebefore performing it.

Evaluation

After the planned techniques had been trialled in lessons, video that teachershad recorded and mutual lesson observations helped to inform the teachers’discussions. These focused on the gains made in pupils’ learning. In particular,the teachers were impressed with pupils’ greater understanding of their ownstrengths and their improved understanding of how using a range of questionforms and connectives can improve the quality of oral work.

At the end of their review meeting, the MFL team agreed on the impact that theuse of the prompts had had on pupils’ learning and incorporated these into theirmedium-term plans.

Prompts: interesting, length, kinds of questions, mistakes, clear, flowssmoothly … other?

What makes this a successful dialogue?

What have we learned about how to improve our dialogue?


Task 5C





Context

The MFL department featured in Tasks 5A and 5B decided that they would next focus on Year 9 using Unit 15, Une visite, from the MFL scheme of work for Key Stage 3 (QCA/DfES). This focuses on the use of contrasting tenses,superlatives and further work on aller + infinitive in more complex sentences todescribe places. The context was a school trip or other visit abroad or in thiscountry. By lesson 3, pupils had completed a first draft of their presentations,which they brought to the lesson.

The learning objectives for lesson 3 were derived from MFL Frameworkobjectives 9S7, 9L5, 9C4 and 9W5. They were for pupils to learn how to:• link present, past and future sentences into paragraphs• experiment with different structures for our speaking and writing• speak and write about others as well as ourselves• use the language of holidays and aspects of life in France or another French-

speaking country.

The expected learning outcome for the lesson was for pupils to have:• made an oral presentation on a real or imaginary holiday to France or a

French-speaking country.

The department was keen to use exemplar materials from a previous cohortthat had already completed the unit, as this enabled them to illustrate theexpected learning outcomes for the oral presentations that individual pupilswere preparing.

Process

Introduction to the lesson

Use was made of a video containing presentations about a school trip to Parisproduced by a previous Year 9 class. Pupils were encouraged to identify thestrengths of the work, using key subject vocabulary to explore the languageand approaches that were employed. The key skills and outcomes wereemphasised, and pupils were asked to work in pairs to share their views on thequality of the presentations. The teacher shared the success criteria with theclass, using the grid below, and worked with the whole class to apply thecriteria to the examples shown.


The main activity

The class watched the video and used the success criteria to evaluate in pairsthe oral work shown. In a mini-plenary they shared their findings as a wholeclass. They then reviewed their own draft presentations in pairs using thefollowing prompts:• Where did their ideas come from and how they had developed them?• Why they had chosen the structures they had?• How would they ensure that the draft led to an accurate final presentation?• What would be the next stage in the development of their ideas and work?

The teacher circulated to give feedback on the pupils’ assessment of eachother’s work using the prompts. She commented on both the extent to whichthe drafts met the success criteria and the quality of their evaluativediscussions. Lessons 3, 4 and 5 followed this.

Lessons 3, 4 and 5

Over a series of lessons, pupils made further amendments to their drafts. Theteacher encouraged them to reflect on their work, asking open questions thatfocused on how they had developed their ideas. She reminded each pupil of thefour learning objectives and used the success criteria as a means of measuringeach pupil’s movement towards the learning goal and on their developing draftsto establish the extent to which they had achieved the learning objectives of thetask and how secure they felt in their learning (see appendix 5.1 in the genericunit).

During each lesson, the teacher added value to their thinking, with a consciousteaching strategy that was designed to close the gap between the learningtarget and their current state of knowledge. Pupils were encouraged, in oraldiscussion, to use the ‘thumbs up’ strategy from appendix 5.1 in the genericunit as a quick means to indicate their own perception of their achievement ofthe learning outcome and objectives.

Throughout this work, pupils were encouraged in class to develop theirpreparatory work to support the evolution of their finished presentation, andregular homework reviews were completed to support this activity. Pupils werealso encouraged to use the ‘traffic light’ strategy on the drafts as they did thisfurther work at home.

Success criteria

• Longer sentences.

• Sentences in the past and future as well as the present.

• Different ways of making sentences.

• Includes opinions as well as facts.

• Includes reasons for opinions.

• Good, clear pronunciation.

• Flows smoothly.

• Very few mistakes.

• Interesting content.

Examples

Normalement, Je vais en Espagne avec ma famille. C’estsuper! L’année dernière, je suis parti le 5 août deManchester. Le voyage était confortable. J’aimel’Espagne. J’adore le vin, le temps et les plages.

Normalement, Je vais en Espagne avec ma famille. C’estsupper! L’année dernière, je suis parti le 5 août deManchester. Le voyage était confortable. J’aimel’Espagne. J’adore le vin, le temps et les plages. L’annéeprochaine, je vais aller en France parce que mon frèrehabite à Nice.


Evaluation

The department met after they had all had an opportunity to use the successcriteria they had developed to inform peer and self assessment in their Year 9classes. One member of the department had also interviewed six pupils fromher class (two who were working at level 6+ and four who were working at level5) to ascertain which of the strategies she had used had been most helpful tothem. She reported back to the department that the use of the ‘thumbs up’ andtraffic lighting strategies had enabled her to gain quick and valuable feedbackon their perceptions about their achievement. It had also somewhat resolveddifficulties some pupils had expressed in reflecting on their learning in the targetlanguage.

Others in the department noted that while pupils had a growing sense of whatmade good quality oral presentations, generally made effective use of successcriteria and showed evidence of being able to use them in whole-class or pairedevaluation, they had more difficulty in applying the success criteriaindependently to their own work. They decided to consider at their nextdepartment meeting what further strategies might be helpful to such pupils andto give consideration to where in their current schemes of work opportunitiesmight be found for trialling these further.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

3 �

3 2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.

1 Assessment for learning Unit 5: Developing peer and self assessment in music © Crown copyright 2004

Developing peer and selfassessment in music

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to music. As part of the whole-school focus on this, the following subject developmentmaterial is intended to help you consider the key messages of the training unitand identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach music.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in music and provide guidance onhow to embed this into regular practice in music lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in music. You will need to be clear on what has helped pupils to learnmore effectively in your subject. Part of this will be how your practice hasadapted to allow this. You should jointly identify what has worked well andwhich areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

During a whole-school training session at one school, the head of music wasvery impressed by the example in the video of the music lesson at LangleySchool that accompanies Assessment for learning Unit 1, Assessment forlearning in everyday lessons, in which the teacher plays a recording of acomposition by pupils from a previous year group. This links strongly with thesecond strategy listed in handout 5.4 (see appendix 5A.1), which was felt tobe particularly pertinent to music: ‘Use examples of work from anonymouspupils and ask their peers to suggest possible ways of improving their work andhow they would meet the learning outcomes.’

At the next departmental meeting, members of the department discussed howthey should develop their practice in the light of the training. It was decided thatdeveloping pupils’ skills in peer and self assessment was a suitable prioritybecause the department acknowledged that they needed to develop pupils asindependent learners.

Process

A Year 8 lesson from a unit on the ballet Cinderella by Prokofiev was selected asthe focus. The head of department and another teacher volunteered to observeeach other’s lesson, using video recording to focus specifically on pupils’ skillsin peer assessment.

The learning objectives for the lesson were that pupils would be able to:• refer to musical elements to appraise a piece of music• describe, compare and evaluate a performance.

The intended learning outcomes were that pupils would be able to:• evaluate the waltz, recognising the main characteristics of the music• apply specific composing criteria for making judgements• suggest ways in which improvements could be made.

It was decided that it would be fairly straightforward to provide pupils with a short performance by anonymous pupils, captured on tape or CD,accompanied by a copy of the music in standard notation composed by the group.


After discussion, the teachers agreed that the chosen piece should be of astandard that their current classes could achieve and in which there was scopefor improving the composition. They recognised that if the teaching groups hadcovered a wide range of achievement it would have been possible to plan fordifferentiation by selecting a number of pieces of different standards.

The department talked through three approaches. The first, and moststructured, option was for the teacher to provide a set of criteria linked to theNational Curriculum level descriptors. The second was for the teacher to leadan ‘ideas storm’, working collaboratively with pupils to identify criteria forevaluating the work and suggesting how it could be improved. The third, andmost open option, was to play the music and ask pupils only to identify how thework could be improved. The department chose the second option: whole-class identification of criteria. This had the advantages of generating a structurefor evaluating the work and also giving some responsibility to pupils.

Once the lesson was introduced and the objectives made clear, evaluationcriteria were generated. As pupils offered a range of ideas, the teachersuggested some modifications and engaged pupils in working collaborativelywith her to sort them into an agreed list.

• Does the music have a clear structure (a beginning, a middle and an end)?

• Is the combination of instruments appropriate for the piece?

• Is there variation in the use of dynamics?

• Do the pupils compose well as a group?

• Is the rhythmic structure of the piece clear?

Pupils were asked to work in groups to evaluate the recorded piece using thecriteria they had generated. They were supported by a guidance sheet thatgave pupils key words and support for interpreting the criteria.

The music was played and most groups worked with considerable motivation.The teacher overheard some analytical talk about the piece in two groups. Mostpupils were able to use some subject vocabulary, referring to the musicalelements and evaluating how effectively the anonymous pupils had combinedmelody and rhythms within a musical structure. Many also identified the choiceof instrumentation, the style, the use of dynamics and the extent to which theyfelt the performances were interesting.

In the plenary, when pupils were asked whether they had enjoyed the approach,all those who spoke commented positively. One pupil explained how it hadbrought out the importance of including dynamic marking in his nextcomposition. He said that dynamic contrast made the music much moreinteresting to listen to and dynamic marking told the performers clearly whateffects were expected. Other pupils identified further examples and it wasevident that most pupils were clearer about what they themselves needed to doto improve and the next targets they needed to set.


Evaluation

When the two teachers watched the videos together they were encouraged bythis and it gave them the idea of listening more carefully to pupil talk.

At a department meeting where the development work was shared, all teachersagreed that the advantage of the video recording was that they could all identifythe obvious impact on pupils, in terms of both their motivation, andunderstanding and use of vocabulary related to composition. They agreed thatmost pupils had been able to apply the criteria in making their judgements.Sharing this work gave teachers the confidence to introduce peer assessmentin their lessons and helped to reinforce a collaborative culture within thedepartment that included two part-time teachers.


Task 5B



Agree a review meeting which focuses on the gains made in pupils’learning.


Context

The department, which featured in Task 5A, generated considerablemomentum from their early work on Assessment for learning. The school policyrequired that teachers in the department reported every half term on pupilprogress. However, following the success of the peer assessment activity, therewas clear scope to take the developments further and a strong logic to usingself assessment as part of the half-termly reporting, so that pupils would settheir own targets.

One teacher in the department had taught in a primary school as a classteacher, and she saw similarities between peer and self assessment and ‘circle time’, in which pupils are invited to talk openly about their experiences,successes and problems.

The department agreed to develop and trial these two approaches.

Process

The teacher who had experience of using ‘circle time’ began to adapt thismodel for Key Stage 3 to underpin the strategy in appendix 5.1 Selfassessment using generic prompt questions, using the technique of ‘timeouts’. She built this into a Year 9 unit of work on composing and performing a standard blues song, planning what she called ‘time outs’ in lessons.

This ‘time out’ strategy was first used in a Year 9 lesson where pupils wereworking in established mixed-ability and mixed-gender groups of three to five to compose and perform a standard blues song. They were introduced to two questions:• What am I finding difficult? (addressed to oneself)• Can you help me? (addressed to other group members)

When the teacher called a ‘time out’, pupils were given the opportunity to askthe questions.


At first, the response was laboured and pupils were a little embarrassed, butshe modelled the process with one group by getting them to ask her somequestions. For example, one group asked, ‘We have got a strong ending builton a musical cliché but we are having difficulty with the blues notes – we can’tget a fluent performance. What can we do?’ The teacher used this as anopportunity for other pupils to act as peer coaches and suggest ways oftackling the problem. One suggestion offered was to find the exact passage inwhich the difficulties occurred and concentrate practice only on this, rather thanalways going back to the beginning of the whole piece.

The teacher accumulated and displayed useful prompts to support pupils such as:• Tell me what you have done well.• Tell me what you are finding difficult. • Do you remember when …? (referring back to other lessons)• We may get some clues from …• Do you think there could be a way to do this by …?

During the course of the lesson most pupils responded appropriately when the teacher called a ‘time out’. The teacher recorded on the whiteboard thedifficulties encountered and the suggestions for overcoming them. The strategyencouraged pupils to admit to and solve problems within the supportiveatmosphere of the group. In turn, this developed their skills in peer and selfassessment.

In the plenary, pupils were asked to perform the whole piece then say whichpassages were still causing difficulty. All class members were encouraged tosupport their peers by suggesting solutions.

As pupils became more familiar with peer and self assessment, the departmentalso experimented with ‘traffic lighting’ in the half-termly review sheets. Inaddition to the comment from the teacher, pupils were asked to make selfassessments in relation to unit objectives. They used the ‘traffic light’ strategyreferred to in appendix 5.1 in the generic unit to colour code their selfassessments to indicate to what extent they felt they had met the unitobjectives and were secure in their learning.

Pupils were keen to do this and were generally realistic, although a few of themwere consistently hard on themselves. This process helped pupils to maintain afocus on ongoing assessment of composition, performance and listening.

Evaluation

After one term, both strategies – the use of ‘time outs’ and ‘traffic lighting’ –were reviewed at a departmental meeting, when teachers discussed them inrelation to pupil outcomes. Evidence from observations and scrutiny of worksuggested that pupils:• had a greater understanding of musical elements, particularly timbre• were using rehearsal time more profitably• were using musical vocabulary to express themselves more concisely.


The strategies have been incorporated into medium-term plans in differentways. The traffic light system was easy to adopt, as it used an establishedsystematic process that could be committed to paper. The department felt thatthis strategy could be used in lessons as well as in the half-termly review. Thiswould enable individual pupils and teachers to identify more precisely what theactual learning outcomes were and how lesson plans needed to be adjusted inlight of the evidence.

The ‘time outs’ have been harder to embed, as it is a process that is notcommitted to paper and requires more professional judgement in terms ofwhen and how it is used. Nonetheless, particular opportunities have beenidentified in the scheme of work. Peer observation will be used to establish andfurther evaluate the practice.


Task 5C





Context

As the department featured in Tasks 5A and 5B engaged with Assessment forlearning, they identified further opportunities for involving pupils in peer and self assessment so that they could become more proficient and gradually more independent in identifying what constitutes better musical performance.In turn, this would enable pupils to set their own targets for improvement andthe steps needed to achieve them. One teacher agreed to develop pupils’ skills in peer and self assessment in the context of singing. She recognised this was an area of performance in which many pupils felt self-conscious, evenvery anxious.

Process

Pupils were about to begin a unit of work where there was an opportunity forpupils to improve their singing. This was selected as an opportunity also todevelop pupils’ peer and self assessment skills. In the first lesson, pupils wereworking in small groups to prepare a vocal performance.

An effective strategy for agreeing criteria for the assessment of performance isindicated in Task 5A, in which pupils are involved from the start. This strategywas again employed and the criteria were displayed.

When singing, a good performer is aware of:• posture• breathing• diction• phrasing• dynamics• the character of the song.

The teacher also gave them a set of National Curriculum level descriptors inlanguage they could understand.

Level 4: I can perform from memory and from simple notations, performing(singing) my own part, at the same time being aware of the roles of others in my group.


Level 5: I can perform (sing) quite a lot of the piece from memory or notation. I am aware of my own contribution such as leading or performing a solo.

Level 6: I make good use of tempo, dynamics and phrasing in my own partwithin my group’s performance (singing).

The teacher began by modelling peer and self assessment by singing a pieceand asking pupils to assess her performance. She deliberately gave a less-thanpolished performance so they could suggest areas for improvement. Toencourage them to begin the process of assessment she asked: ‘What do youthink was good about the performance? How could I sing any better?’

Pupils then began to offer their assessments of the teacher’s performance andwere supported by her in their attempts to be specific. She used questioningbased on the criteria, e.g. ‘How did the use of dynamics add variety to theperformance?’, ‘When did I sing louder and then more quietly?’, ‘Can you makeany comment on the use of phrasing?’, ‘Was the singing set at the correcttempo? Would it make a difference to the overall effect if it were changed?’

She encouraged the pupils to be as exact as possible in their evaluations andpushed them to identify precisely how her singing could be improved,expecting them to use musical vocabulary in their answers. She asked the classto distinguish between the quality of her voice and the quality of her singing,making the point that the former is harder to improve than the latter in whichimprovements can be achieved relatively easily. Thus she established that as faras possible pupils should focus on the performance not the performer.

The teacher then assessed her own performance:

I did manage to vary how loud or quiet I was singing in certain parts as I tried toconvey the character of the song – the way there were variations in the mood.Did you notice that I was slouching and didn’t maintain a good posture? Thisaffected the tonal quality of my voice, so I will pay attention to this in my nextpractice of the piece. I had to catch a breath half way through a phrase. I needto think ahead. Could you make out the words? I think my diction needs to beimproved.

In doing this she supported pupils by clarifying and expanding on the criteria.

The pupils were then asked to use this approach in assessing theirperformance: to assess collaboratively first, then their own performance. Withinthe small groups, pupils took turns to assess each other in pairs, with thesupport and comment of other members of the group. Then pupils recordedtheir own performance and used the agreed criteria to assess themselves.

The teacher observed that a number of pupils were immediately trying toimprove and were in fact practising immediately. She made notes on thecomments the pupils were making. Where pupils were encountering difficultiesin interpreting the criteria and identifying achievement, she supported them byasking them to underline key words in the descriptors that indicated these.

In the plenary, pupils were asked whether the process had helped them to seewhere and how they could make improvements. There was some divergence ofviews but most said that working and assessing together had helped them toidentify how to improve. Although they were still self-conscious about singing,


they had become a little more objective about their performance. They couldsee that they needed to tackle harder pieces to be able to achieve a higherstandard and some said they had a clearer idea about what practice meant.

The teacher fed back to the class on how well they had assessed their own andeach other’s work. She affirmed that most had referred to the agreed criteriaand demonstrated this by reading out some of the comments recorded in hernotes. An area for improvement, though, was to make the comments moreprecise and constructive. For example, one boy had said, ‘I ran out of breath atthe end.’ A better comment would have been to add, ‘So we decided as agroup to mark breathing points on the music to help us apply the correctphrasing and so make use of the same phrasing pattern in our singing.’

Evaluation

The teacher felt that while there was clearly more work to be done developingpupils’ peer and self assessment skills, this early work had shown that mostpupils responded positively to taking some degree of responsibility for their ownlearning. She felt, though, that pupils still needed some support, so she plannedto compile, from pupils’ comments, a bank of common areas for improvementand suggestions on how to make the improvements. These would be related tothe musical elements and the assessment criteria.

When she fed back on her work and pupil response at a departmental meeting,it was felt that this approach needed to become embedded in departmentalpractice. They agreed a timescale for identifying further opportunities for peerand self assessment in the scheme of work and for modifying short-term plansaccordingly. At the end of the year, they planned to review all their work on peerand self assessment as part of their annual departmental review. At that pointthe impact on standards would be measured.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

– 3

= 3

– 2

n.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.

1 Assessment for learning Unit 5: Developing peer and self assessment in PE © Crown copyright 2004

Developing peer and selfassessment in physical education

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to physicaleducation. As part of the whole-school focus on this, the following subjectdevelopment material is intended to help you consider the key messages of thetraining unit and identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach physical education.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the development orextension of peer and self assessment in physical education and provide guidanceon how to embed this into regular practice in physical education lessons.




This describes how a department has approached the task and worked througheach of its stages. It is given as an example of how the task might be addressed.It is not intended that you follow this approach, which is given as a guide to theprocess that will support improvements in your subject.


Discuss as a team the example provided and establish the key areas that helpedto develop this practice and the impact it had on pupils. It will be helpful toidentify the changes in teachers’ practice and how these impacted on pupils’learning.




The purpose of focusing on this is to improve pupils’ achievement andattainment in physical education. You will need to be clear on what has helpedpupils to learn more effectively in your subject. Part of this will be how yourpractice has adapted to allow this. You should jointly identify what has workedwell and which areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

Having attended their whole-school training in peer and self assessment, thePE department, comprising four teachers, decided to divide into two pairs towork together on developing their practice.

Pair one decided that ‘Asking pupils to use the expected outcome to commenton strengths of each other’s work and to identify areas for improvement’(strategy 3 on handout 5.4) would be a manageable starting point for theirfocus on improving peer assessment.

The second pair of teachers decided to use strategy 4 on handout 5.4: ‘Ask pupils to “mark” each other’s work but without giving them the answers.Instead, ask them to find the correct answers from available resources.’ This strategy focuses on improving self assessment.

They agreed that each pair would collaboratively plan a lesson and that theywould each trial the strategy selected within the planned lesson over the courseof the next three weeks. Finally, they would meet together to evaluate theoutcomes.

Process: Pair one

Pair one decided to trial their selected strategy within a Year 7 lesson based onUnit 16, Gymnastic activities – development in the PE scheme of work for KeyStages 3 and 4 (QCA/DfES). The learning objectives for the selected lessonwere based on the medium-term objectives in Unit 16 and focused both onpupils’ ‘Acquiring and developing skills’ and ‘Evaluating and improving theirperformance’. They were to:• select and perform balances accurately on the floor• link the balances together to show fluency and control• evaluate their sequence with a partner and suggest ways to improve it.

The expected learning outcomes for the lesson were for pupils to:• produce a short gymnastic floor sequence involving a start, linked balances

and a finish• be able to perform balances showing control and good body tension• perform link moves that flow smoothly from one balance to the next.

These objectives and outcomes were displayed on the whiteboard in thegymnasium and were shared with the pupils at the start of the lesson.


Initially pupils were asked to work individually, on a mat. The teacher took themthrough the following sequence of activities:• to select two balances, then link these together• to link a third balance to the first two• to add a start and finish position to the sequence.

Having developed their sequences, pupils were asked to perform them twice toa partner who used a simple tick sheet to evaluate the quality of the sequenceagainst the expected learning outcomes for the lesson (see below).

Next, the observer was asked using the simple tick sheet to comment on whatworked well. Then they were asked to tell the performer what could beimproved and how this could be done using the observation sheet to provideprecise and accurate feedback in relation to the expected outcomes for thelesson. The performer then refined the sequence to incorporate the feedbackprovided by their peer. After working together the tick sheet was used again toconfirm that the sequence had improved. Finally, the pupils swapped roles intheir pairs and carried out the ‘performance and observation’ and ‘feedbackand refinement’ activities again.

Process: Pair two

The second pair of teachers selected a Year 8 basketball lesson in which to trialthe strategy where they would ‘Ask pupils to “mark” each other’s work butwithout giving them the answers. Instead, ask them to find the correct answersfrom available resources.’

Shape and fluency Tick if seen

Start Clear shape?

Link Flowing smoothly?

Balance 1 Clear shape?

Held for three seconds?








Finish Clear shape?


The chosen lesson was based on the medium-term objectives from Unit 6,Invasion games – development unit from the PE scheme of work for Key Stages3 and 4 (QCA/DfES). These focused both on pupils’ ‘Acquiring and developingskills’ and ‘Evaluating and improving their performance’. The learningobjectives for the lesson were to:• identify and evaluate the features of successful performance in basketball• apply these features to their own play.

The expected learning outcomes for the lesson were for pupils to:• know the most successful features of individual performance in a game of

basketball• apply this understanding to inform their own play.

These objectives and outcomes were displayed on the whiteboard in the sportshall and were shared with the pupils at the start of the lesson. The pupils weretold that the main aim of the lesson was to improve their own performance bydeveloping an insight about what features help to make someone a successfulbasketball player.

Pupils were allocated to four teams to play a basketball tournament, each gamelasting five minutes. The games were conditioned ‘no dribbling’ to encourageteam play. While two teams played, the remaining pupils observed the game.

While watching a game, pupils were asked to work alone and to observe oneperformer carefully and, using the tally sheet shown below, to record thefrequency of certain features of their performance.

At the end of each game pupils were asked to work in pairs and, referring totheir ‘tally sheets’, decide on the most successful features of performance inbasketball.

Once all pupils had observed and made decisions about the most successfulfeatures of performance in basketball, a whole-class discussion was set up.The teacher’s role was to ask questions and collate information provided by thepupils. The types of question used were ones that sought confirmation andmoved learning on, or encouraged exploration, elaboration and development.This was to ensure that pupils had ownership of the material. A whiteboard wasused to record the pupils’ observations regarding successful features and todisplay what they thought were the key features.

Tally Total

Touched the ball

Successful passes

Lost possession

Interceptions made

Shots

Successful shots

The most important features of successful performance are …


Having developed an insight about which features help to make someone asuccessful basketball player, the next stage was for them to apply thisknowledge to improve their own performance. This was teacher-led with pupilsbeing given a variety of scenarios, e.g. ‘a player takes a lot of shots but only afew are successful’, and asked to provide information as to how this personcould improve their performance. Pupils were asked to consider what theyneeded to work on to improve their game and to find two or three other pupilswho also needed to develop this aspect. They then had to consider, in groups,what they needed to apply to their game to improve their performance. Pupilswere finally asked to apply this to their remaining games.

Evaluation

After both pairs of teachers had taught the planned lessons they jointlyreviewed the strategies they had used, particularly with regard to their impacton the quality of the outcomes achieved in relation to the objectives andexpected outcomes. In particular they noted the following.

• The use of the peer and self assessment strategies selected caused them toidentify and focus their short-term planning more explicitly on the expectedlearning outcomes for the lesson. This, in turn, impacted positively on theiruse of questioning and their use of positive and specific oral feedback topupils.

• More pupils than usual achieved the expected outcomes and the positiveimpact on lower achieving pupils was particularly noticeable.

• It was productive, in some instances, to ‘engineer’ the pairings in which thepupils carried out their peer assessment. Pairing more- and less-able pupils,and confident and less confident pupils seemed to work particularly well.

• Planned pupil ‘talk’ was more focused and sustained than was previouslythe case.

Incidences of poor behaviour were far less frequent when pupils were in anobserving role.

Plenaries held during the lesson, where the teachers facilitated the drawingtogether of key learning points, were essential in enabling the pupils to applywhat they had learned to their own performance.


Task 5B





Context

The PE team used appendix 5.1 as a basis for a detailed discussion about thepotential range of strategies for peer and self assessment and the extent towhich they were already being employed by the PE team with Key Stage 3 yeargroups.

Process

The department considered their planning for the following half-term and built in opportunities to experiment with a variety of additional types of peer andself assessment using several strategies outlined in appendix 5.1. Two of thesestrategies were planned into their Year 7 and Year 8 units of study. They decidedto video a couple of lessons in which strategies were trialled so that this couldbe used to inform their evaluations.

Example 1: Year 7

The department decided to use ‘thumbs up’ as a rapid feedback approach fordeveloping early peer and self assessment of gymnastic routines. They plannedopportunities for this into the interim plenaries for a series of Year 7 lessons(Core task 1, the lessons were based on Unit 16, Gymnastic activities –development in the Physical Education scheme of work for Key Stages 3 and 4,QCA/DfES). Opportunities included the following.

• Pupils peer assessing the work of a partner using ‘thumbs up’, ‘thumbsdown’ and ‘neutral’. For example, part way through the lesson described intask 1, pupils were given three minutes to practise and then had to performtheir own individual gymnastic sequence, for a partner, in response tosuccess criteria related to fluency and control. After this they were asked topeer assess their partner’s routine by indicating:– thumbs up (sequence definitely flowed well and was controlled)– thumbs neutral (not quite there; one or two improvements needed,

e.g. more control on one of balances)– thumbs down (definitely needs work on three or more areas to get right,

e.g. must hold balances still for three seconds; no veering to side whenlinking).


Partners were then asked to discuss what was successful and how they mightimprove.

• Pupils self-assessing their own performances, using ‘thumbs up’, ‘thumbsdown’ and ‘neutral’, once they had become confident in assessing theirpartner’s work. Pupils were then asked to use the criteria to improve theirgymnastic sequence.

• Whole-class feedback following the observation of one pupil’s performanceon simple apparatus using ‘thumbs up’, ‘thumbs down’ and ‘neutral’. Pupilswith differences of judgement were then asked to explain their views. Thisallowed whole-class discussion about what makes a successfulperformance. The approach was used towards the end of the unit, oncepupils were more confident about assessing the work of their peers.

Example 2: Year 8

The department also decided to plan for the use of self assessment usinggeneric prompts, to help pupils evaluate the strengths and weaknesses ofperformance in badminton in order to apply this understanding to their owngame. Their Year 8 unit of study for badminton was based on the unit Net/wallgames – development from the Physical Education scheme of work for KeyStages 3 and 4 (QCA/DfES). The lesson example below came from a sequenceof lessons for which the medium-term objectives were:• to understand the concepts of net games and make effective evaluations of

strengths and weaknesses of performance (Evaluating and improvingperformance)

• to understand and apply strategic and tactical principles more effectively infamiliar situations and anticipate and describe outcomes (Selecting andapplying skills, tactics and compositional ideas).

The learning objectives for the exemplar lesson were for pupils to:• understand how to make judgements about strengths and weaknesses in a

game of badminton• apply tactics in their own play.

The expected learning outcomes were for pupils to be able to:• select and implement simple shot combinations which move their opponent

out of position• analyse the game, using the prompt sheet, to evaluate their own and others’

performance.

After six badminton lessons, during which the pupils had developed a range ofskills and understood the principles of playing, a lesson involving the followingactivities was taught.

1 At the start of the lesson the teacher asked the pupils to work in pairs tosuggest terminology they might need to use in a badminton lesson. Theythen generated a word bank, which pupils were asked to record on theirprompt sheets (see below).


2 They then played a series of badminton games using a ladder system wheregames were played and players moved up or down a court according towhether they won or lost the game. The aim was for pupils to attempt to getto the ‘top’ of the ladder. In this approach the opponent’s strengths andweaknesses were unknown prior to the game so pupils had to analyse themduring the game and adjust their tactics, e.g. shot selection or position oncourt, accordingly.

3 Play was swapped between three teams of doubles on a single court. Whiletwo doubles played, the third pair observed and were asked to analyse theiropponents and plan suitable tactics before playing them. Pupils used thegeneric prompts (see below) to help them plan the tactics they might use intheir next match or rematch.

Evaluation

After the planned techniques had been trialled in their gymnastics andbadminton lessons the department held a review meeting to draw out whatthey had learned. The video they had shot and lesson observation forms(created by the head of department) helped to inform their discussions. Thesefocused on the gains made in pupils’ learning. In particular, the teachers wereimpressed with pupils’ greater understanding of their own strengths and whento apply these, and their improved awareness of using a range of shots toexploit the weaknesses of the opposition in net games.

At the end of their review meeting the PE team selected the techniques that hadhad most impact on pupils’ learning and incorporated those into their medium-term plans.

Prompts

What made us successful?

What makes others successful?

What will we, therefore, do differently next?

Badminton word bankcourt position, length, serve, drop shots, smash, clear …


Task 5C





Context

The PE department featured in the case studies for Tasks 5A and 5B hadalready identified opportunities in their Year 7 and Year 8 scheme of work wherepupils could begin to engage in peer and self assessment. Next they wanted todevelop these skills further by providing more opportunities for pupils to usesuccess criteria to assess their own and each other’s work. This would enablethem to identify their own ‘next steps’ for improvement, to establish their owncurricular targets and thus become more independent learners.

Process

They decided to focus on their Year 9 athletics study unit based on Unit 22,Athletic activities – development and Unit 23, Athletic activities – intermediatefrom the Physical Education scheme of work for Key Stages 3 and 4(QCA/DfES).

They began with the medium-term learning objectives, which focused onpupils ‘Acquiring and developing skills’ and ‘Evaluating and improvingperformance’. These were:• to show precision, control and fluency in a range of chosen events• to use information gained from analysis of a performance to influence and

improve their own work and the work of others.

The example that follows summarises the planning for the first of two lessons inwhich pupils would improve their sprinting techniques.

The learning objectives for the lesson example were for pupils to:• understand what makes a good sprint start• apply these components to their technique• collaboratively improve their sprint starts.

The expected learning outcome was for pupils to:• have applied some of the success criteria for a good sprint start to their own

performance so that it is more efficient.


Before going out onto the athletics track pupils watched a short video clip ofDarren Campbell running a 100-metre race. Pairs of pupils, having analysed thesame section of the sprint start, were then ‘snowballed’ into fours and theneights, and asked to agree their three most important success criteria. Thesewere then shared in a whole-class feedback session. The teacher recorded theseon the whiteboard in the changing rooms, then suggested that they should beginto improve their sprinting by identifying what makes a good sprint start. Next,they watched the clip again, but this time were asked to focus on the sprint startphase only. Before watching, the teacher asked questions such as the following.

• What makes up a sprint start?• What body parts to do we focus on?

In pairs, pupils were allocated one sprint start section (‘On your marks’, ‘Set’,‘Go’) and asked to suggest three or more success criteria. Some pupils neededfurther guidance for their observations, e.g. look at head, shoulders, arms,back, hip, front leg, back leg (head to toe approach). Pupils spent timewatching the looped footage so that they could systematically observe theirsection again and again. The teacher circulated to check on findings, listen todiscussion and to guide pupils. This was followed by snowballing (in fours andeights) of success criteria ideas between the pairs who had looked at the samesection of the sprint start. The final list of agreed success criteria was thenshared in a whole-class feedback session. The teacher established with thegroup a list of success criteria for each of the sprint start sections. Theseincluded, e.g. for the ‘Set’ sprint start section:• hips rise above shoulders• shoulders move forward over hands• head in line with spine• eyes focus between hands• front leg at 90 degrees• back leg at 120 degrees• still position.

Agreed success criteria for each section of a sprint start were recorded on anA3-sized whiteboard, which the teacher took with them onto the athletics track.

Following their warm-up, one pupil was asked to perform a sprint start and tocarry out a self-check on one success criterion per phase. The other pupilswere asked to observe one success criterion for the section they hadcompleted previously. The teacher then led a discussion about how a performershould self-check. This comprised information on physical feedback(kinaesthetics) and systematic focusing. After between three and five sprintstarts the pupil was asked to say how many of the success criteria they thoughtthey had met and why. The performer was then questioned by the teacher tomodel effective discussion and analysis.

A second pupil was asked to undertake a sprint start and to evaluate theirperformance against three different success criteria (one per phase). After threeor four sprint starts the pupil was asked to suggest which success criteria theyhad met and why. All pupils observed the performer, but this time three selectedpupils led the questions (one per sprint start section) and gave feedback to theperformer on their performance of the success criteria. The teacher then askedthe other pupils if they could add to the discussion when the success criterionthey had observed was being discussed.


Once this way of working had been established, pupils carried out paired workwith performers and observers alternating roles. This continued until all thesuccess criteria for each section had been peer assessed and self assessed.The teacher’s role was to allow pupils to be central in the process of identifyingwhat they had achieved and what they could improve. Therefore, the teacher’scommunication with the performers was on kinaesthetics and their selfassessment, while communication with the observers focused on what theysaw and how they might improve their performer. This interaction wasencouraging independent learning and the ‘next steps’.

A further task was set for those pupils who completed the work. This taskinvolved the pupils in selecting an element of the sprint start (e.g. the arm actionin ‘Go’) that needed greater scrutiny, and to establish three success criteria thatwould help them to improve this element. They were asked to agree these intheir new groups and to record them on A3 portable whiteboards.

Evaluation

The case study presented here took time to establish. The department met severaltimes to discuss issues that came up. The teachers also interviewed a small groupof pupils to determine their response to the strategies, and how these helped themto learn more effectively. They felt they got a mixed response from the pupils. Someof the feedback was very positive and precise, with some pupils being able to ‘feel’success criteria when performing, and being able to see movement in itscomponent parts. They were able to identify success criteria and how theirperformance had improved through the use of the success criteria. However,several pupils were vague in their comments and failed to identify or focus on thesuccess criteria. The department agreed that they had over-estimated the pupils’kinaesthetic awareness and their ability to visualise movement.

In a series of review meetings that followed, the department agreed on thefollowing issues.

• The need to split a skill up into visually recognisable parts so that movementcould be more systematically analysed, e.g. dividing the sprint start intothree sections with each section having success criteria to observe helpedpupils in the viewing process. This also enabled pupils to realise thatdifferent parts of the skill are important at different times, e.g. the hips risingabove shoulders is in the ‘set’ phase.

• The need to use digital video footage which clearly showed each of the threephases of a sprint start. The footage also needed to show the three phasesfrom different angles (in front, behind, beside) to aid pupils in selecting andrecognising success criteria. The quality of the footage was critical as ithelped pupils to visualise movement in a more systematic way.

• To include snowballing of success criteria, as this enabled pupils to debatewhat they observed, what they thought was important and, e.g.:– why bridging fingers is important– the various ways the elite performers bridge – the success criterion in relation to hand positioning.


This activity could be manipulated by the teacher to ensure pupils recognisedthat selection of success criteria can be affected by the performer’s ability: anelite performer might not have hand positioning as their success criteria, butwill have several success criteria in relation to their legs.

• The need for pupils to understand how each success criterion contributesto the whole skill. This could be done in a plenary session or as part of asnowballing activity.

• The need for a debate as to where the observer stands for the best viewingangle. As an example, in the ‘Set’ position the leg angles of 90 and 120degrees are best viewed side on.

• The need for pupils in Year 9 to have greater ownership of the successcriteria they were working towards. They agreed that this might be achievedby encouraging pupils to identify the success criteria for themselves.

The department agreed that, for success criteria to be explicit and transparent,so that pupils might assess their own and other’s work and identify their nextsteps for improvement, it would be necessary to systematically develop theirskills of visual observation and kinaesthetic awareness over Key Stage 3.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

– 3

= 3

– 2

n.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.

1 Assessment for learning Unit 5: Developing peer and self assessment in RE © Crown copyright 2004

Developing peer and selfassessment in religious education

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to religiouseducation. As part of the whole-school focus on this, the following subjectdevelopment material is intended to help you consider the key messages of thetraining unit and identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach religious education.

Unit

5






Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils



The tasks you have been referred to are intended to support the development orextension of peer and self assessment in religious education and provide guidanceon how to embed this into regular practice in religious education lessons.




This describes how a department has approached the task and worked througheach of its stages. It is given as an example of how the task might be addressed.It is not intended that you follow this approach, which is given as a guide to theprocess that will support improvements in your subject.






The purpose of focusing on this is to improve pupils’ achievement andattainment in religious education. You will need to be clear on what has helpedpupils to learn more effectively in your subject. Part of this will be how yourpractice has adapted to allow this. You should jointly identify what has workedwell and which areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

The two teachers from the RE department had been part of the whole-schoolassessment for learning training focusing on Unit 5, Peer and self assessment.Following this they chose to select a peer assessment strategy from handout5.4. They planned to ask pupils to use the shared learning outcomes tocomment on the strengths of each others’ work and to identify areas forimprovement. The teachers chose two groups of similar ability and asked forsupport from a senior colleague in charge of professional development toenable them to observe each other in the classroom and provide feedback.

Process

The department devised a task allowing pupils to assess their own work andthat of their peers. They focused on a task for Year 9 ‘Where did the universecome from?’ within a unit focusing on religion and science.

The underpinning learning objective of the task was:• ‘We are learning to compare the arguments for the existence of the universe

presented by religions, with those put forward by science.’

The teacher shared intended learning outcomes with pupils in the form of ‘I can …’ statements. Although the levels were not explicitly shared at thisstage, the teacher had made sure that the statements related to the levels and the list was presented in a hierarchical way.

• ‘I can identify at least two arguments given by religions and at least twoarguments presented by science for the existence of the universe.’

• ‘I can identify similarities and differences in the arguments given by at leasttwo religions and those presented by science for the existence of theuniverse.’

• ‘I can present the arguments given by at least two religions and thosepresented by science for the existence of the universe and express my ownopinion.’

• ‘I can explain how throughout history the arguments presented by religionand science for the existence of the universe have had an impact uponreligious belief and practice.’

• ‘I can analyse and account for the influence on humanity, throughout history,of religious and scientific arguments for the existence of the universe, usingappropriate evidence and examples.’


Pupils were given opportunities to assess the work of others to help them tounderstand the criteria being used and recognise different outcomes. Inrecognising this in others’ work they would be better equipped to analyse theirown work and improve it, redrafting as necessary.

Pupil pairs reviewed a list of statements made by leading scientists andmembers of faith groups (see appendix 5A.2) and suggested headings bywhich to categorise the statements using a Venn diagram template (seeappendix 5A.3). Pupils were also encouraged to think about and addsubgroups where appropriate, identifying, for example, opinion, fact, belief.

Initial peer assessment of the Venn diagrams encouraged pupils to focus on theexpected learning outcomes and also stimulated some deep and reflectivethinking about positions expressed in the different statements – real RE!

Pupils were then asked to use the Venn diagram, statements and material fromthe websites and other sources, including their own ideas and opinions, toproduce their own written account responding to the question: ‘Whichdifferences or similarities between the religious arguments and the scientificarguments for the existence of the universe do you consider to be mostsignificant and why?’

Having helped each other to assess their Venn diagrams against the criteria,pupils went on to use the same criteria to assess their written responses. Each teacher selected three examples from their own class to be sharedanonymously with the other class in the next session. Pupils were asked toconsider which criteria each sample of work met. They were then prompted tosuggest what could be done to improve the work to achieve a higher standard.

Evaluation

It was noticed that pupils were perceptive in recognising differences instandards. It highlighted the need for criteria to be in accessible language. Often the teachers needed to exemplify what the ‘I can …’ statements wouldlook like.

A point for development for the teachers from trialling this approach was theneed to model the expected outcomes earlier in the process, in order to ensurethat the criteria were understood in more detail prior to using it in a peer or selfassessment context.

Pupils remarked that this approach helped them be clear on what to aim for andthat it helped them see the gaps in their work. From this activity pupils could seewhat success looked like and became increasingly able to verbalise thefeatures of a good piece of work.


Task 5B





Context

Having trialled an initial strategy for peer assessment through the Year 9 unitWhere did the universe come from? (see Task 5A), the RE teachers recognisedthat pupils were becoming more confident in assessing the work of others andwanted to focus more explicitly on pupils assessing their own work.

They decided to trial some of the strategies outlined in appendix 5.1 of thePeer and self assessment training unit in a unit of work they would be teachingin the next half term. They identified a Year 8 unit of work entitled Sikhs living inBritain today, and selected a particular lesson during which pupils learn aboutthe key beliefs of Sikhs and how these beliefs affect their lives in Britain today.

The lesson example provided in appendix 5B.1 offers opportunities for pupilsto examine and reflect on a contemporary issue of faith. Pupils encounter Sikhteachings at first hand, and develop their understanding of Sikh sacred texts.They evaluate the relationship between beliefs and practice of a practising Sikhin Britain today.

Process

The teachers recognised that in order for pupils to do this successfully theywould need to set aside time in their lesson plans to ensure that pupils wereclear on what they were being asked to do, and were given time to do it as part of the learning in the lesson. Previous lessons had developed in pupils:• an awareness of the symbols important to Sikhs• an understanding of the special regard Sikhs hold for the Guru Granth Sahib

and how it is treated as a ‘living guru’• an ability to make connections between belief and practice and an ability to

consider consequences of action.


Evaluation

The teachers could see how the pupils had become accustomed to assessingwork. They noted that pupils’ skills of self assessment were more developed orallyand appeared weaker when pupils were asked to write it down. The teacherslearned that pupils needed to be trained in the skill of writing their self assessmentjudgements and they could not assume that pupils would find this skill easy.

This also helped teachers to consider the ‘need’ for pupils to write down theirself assessment. For some pupils this became an assessment of their writingabilities and not their ability to assess their own work constructively.


Task 5C





Context

The teachers chose to focus on the following strategy: ‘pupils use an expectedoutcome to comment on the strengths of each others’ work and to identifyareas for improvement’.

Having developed the practice explored in Tasks 5A and 5B, the RE teachersfocused on training pupils in the skills of assessing their own work andincreasingly drawing on their pupils’ emerging independence skills. Through atask entitled ‘The age of commitment’, pupils were asked to produce anextended piece of writing they would later be asked to self-assess against theshared criteria.

Process

The teacher provided an outline of the assessment task for each pupil. Thisoutline sheet contained details of the learning objectives and learning outcomesalong with a writing frame and resource list.

The teacher provided an example from the previous Year 7 and asked pupils toidentify the ways in which this was a successful piece of work. The pupils’ ideaswere collated and the success criteria drawn from them. These were agreedwith the class, displayed and presented in grid form to each pupil to be used asan aide-memoire for their next piece of work. Pupils were asked to respond tothe question:

Many religions have an initiation ceremony during adolescence, which theybelieve to be an important point in their passage through life. What are thereasons for this and how does it affect the believer’s life?

Use the knowledge and understanding that you have gained while studying theunit on religious initiation rituals to help you answer the question. Whereverpossible express a personal opinion based on evidence.


We are learning to:• respond to a question about initiation rituals using facts and evidence from a

range of sources• present evidence of different points of view• present personal opinions based on evidence.

What I am looking for is:• a response to the question from different religious perspectives which could

be written, drawn or in media format• evidence that you have used a range of sources• a conclusion that includes a personal opinion.

The teacher modelled how to assess the task using the success criteriapresented in grid form. Using an overhead projector the teacher displayed theexemplar assessment from the previous year and the success criteria grid tothe whole class. While analysing the assessment against the success criteria,the teacher highlighted which criteria had been met. In addition, the teacherexplained why certain criteria had not been met and acknowledged that thesemight form part of the next steps in the piece of work.

Following completion of the task pupils were provided with class time to self-assess their work. During the process the teacher circulated to observeindividuals in this process and took the opportunity to ask probing questionsrequiring pupils to justify their conclusions. As well as giving personal feedbackthe teacher drew the class together to comment on the self assessmentexercise and to reflect on the process as a valuable tool for learning.

In my answer to the question there is evidence that I can …

• give at least two reasons for adolescent religious initiation rituals• give at least two effects adolescent religious initiation rituals have on a believer’s life

• explain at least two reasons given by at least two different religions to explain why adolescent rituals are important

• use at least two sources to form my evidence• give an opinion which I use in the conclusion

• explain why different religions believe that adolescent initiation ceremonies are important• describe the difference undergoing the ritual will make to the believer’s life• use a variety of sources to select appropriate information and use it to answer the question• form an opinion based on at least one piece of evidence which I include in the conclusion

• explain why different religions believe that adolescent initiation ceremonies are important and how there are differences of practice and/or opinion within the religions referred to

• use a variety of sources to select appropriate information and use it to answer the question• present a conclusion that includes my own opinion and is based on relevant evidence


Evaluation

In general, the teachers were encouraged by the way most pupils could use thegrid to assess their own work. They recognised that this had been a result ofhaving invested time over several months in:• sharing criteria• explaining and modelling the standards expected• training pupils in the skills of peer assessment.

They recognised that pupils were developing a language in the subject to helpthem both assess their own work and identify specific aspects that signpostedprogress.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.


Appendix 5A.2

1 Genesis 1:1

‘In the beginning God created the heavens, and theearth. Now the earth was formless and empty,

darkness was over the surface of the deep, and theSpirit of God was hovering over the waters.’

3 Stephen Hawking

‘The actual point of creation lies outside the scopeof presently known laws of physics.’

5 John Polkinghorne

‘There are ... certain givens about our universe ...which play an important part in determining itshistory ... If we accept this view, then a meta-question arises of why things are this way … a

Cosmic Planner who has endowed his world with apotentiality implanted … within the laws of nature

themselves … In short, the claim would be that theuniverse is indeed not “any old world” but thecarefully calculated construct of its Creator.’

7 Rig Veda

In this Hindu scripture it says that the universe wascreated out of the parts of the body of a single

cosmic man, Purusa, when his body was sacrificed.The four classes (varnas) of Indian society come

from his body: the priest (Brahman) from his mouth,the warrior (Rajanya) from his arms, the peasant

(Vaishya) from his thighs, and the servant (Shudra)from his legs.

2 Charles Townes, Nobel Laureate

‘In my view the question of origin seems always leftunanswered if we explore from a scientific point ofview alone. Thus, I believe there is a need for some

religious or metaphysical explanation. I believe in theconcept of God and in His existence.’

4 Bishop James Ussher

In the 17th century, Bishop James Usshercalculated from the Bible that God began creating

the world at 9am on 26 October 4004BCE.

6 Stephen Hawking

‘So long as the universe had a beginning, we couldsuppose that it had a creator. But if the universe is

really completely self-contained, having noboundary or edge, it would have neither beginning

nor end: it would simply be. What place, then, for a creator?’

8 Hymn of Creation (in the Rig Veda)

‘Then was neither non-existence nor existence:there was no realm of air, no sky beyond it. Deathwas not then, nor was there anything immortal: no

sign was there, the Day’s and Night’s divider.Darkness there was: at first concealed in darknessthis All was indiscriminated chaos. All that existedthen was void and formless: by the great power of

Warmth was born that One.’

(continued)


Appendix 5A.2 cont.

9 Chandogya Upanishad

‘In the beginning was the Brahman, and throughheaven, the earth, and the atmosphere and thethree seasons of summer, rains, and harvest he

produced the entire universe.’

11 Surah 7:54

‘Your Guardian Lord is Allah, who created theheavens and the earth in six days, then He settledHimself on the Throne. He draws the night as a veilover the day, each quickly following the other. Andthe sun and the moon and the stars are all under

His command.’

13 St Augustine

As early as the fourth century, St Augustine waswriting that God probably only created very simple

life forms in the beginning and that these developedover time.

15 Charles Darwin, On the origin of species(1859)

In this book Charles Darwin argued that life beganwith very simple cells and later developed into what

we see today.

10 P.W. Atkins, Oxford chemist and atheist

‘The only way of explaining the creation is to showthat the creator had absolutely no job at all to do and

so might as well not have existed.’

12 Cosmology

Cosmology deals with the way in which the universecame into being and says that the most likely way in

which the earth came into existence was as theresult of a Big Bang, a huge explosion in the

universe that created all the stars and planets,including the earth.

14 Evolution

Evolution argues that the higher and more advancedforms of life, like human beings, have slowly

developed, or evolved, from the original simpler lifeforms that originally appeared on the earth.

16 Islam

Because of the Muslim interest in and respect forscience, which helps people come to know and

understand more about Allah, the theory ofcosmology is not in conflict with Islamic beliefs

about the divine creation.


Appendix 5A.3

‘Where did the universe come from?’: A comparison of the arguments for the existence of the universe

presented by religions, with those put forward by science.

Statements from Statements from science religion

‘Callouts’ contain examples of the questions/feedback the pupils used to help each other think about andassess their work.

Have you thoughtabout any sub-headings?

Is thisstatementa fact or abelief?

I think this matches the secondstatement because you haven’tput in your own opinion.

Islam is a religion. Can you explain whyyou have put thisstatement in themiddle?

3 Stephen Hawking 1 Genesis 1:1 (Christian)

4 Bishop James Ussher

5 John Polkinghorne

7 and 8 Rig Veda

11 Surah 7:54 (Islam)

9 Chandogya Upanishad(Hindu)

6 Stephen Hawking

2 CharlesTownes

13 St Augustine

16 Islam

10 P. W. Atkins

14 Evolution

12 Cosmology

15 Charles Darwin


Appendix 5B.1

The lesson plan Year group: 8

Learning objectives

We are learning to:

• think about how Sikh beliefs and practices affectthe lives of Sikhs in Britain today

• demonstrate an understanding of conflicts thatcan arise when religious beliefs and practices arechallenged.

Learning outcomes

What I am looking for is:

• a visual presentation that focuses on a particularconflict which arises when the beliefs andpractices of Sikhs in Britain today are challengedby secular influences.

Starter Pupils are provided with visual images of life in Britain today including:10 minutes

• the ways in which humans artificially change their appearance, e.g. plastic surgery, body piercing, hair dying and shaving, tattooing and modesty of dress

• family life, service to others and faith membership.

In pairs pupils are asked to identify at least five instances when the image would conflict with Sikh beliefs and practices, and five which would agree.

(Opportunities for extension within the timespan could include pairs identifying reasons for the conflicts and agreements.)

Plenary The teacher uses the plenary to provide pupils with an opportunity for self 10 minutes assessment.

Pupils are given a template/writing frame on which to record their thoughts and feelingsabout their learning in this session.

Pupil prompts used to focus self assessment

‘What do I feel and think about what I have learned about Sikh beliefs and practices, and how they can causeconflicts for Sikhs living in Britain today?’

‘What could I have done to improve what and how I have learned?’

Development Teacher takes feedback from pairs to explore their findings.

Pairs join up to form groups of four to explore the beliefs and teachings of Sikhism that would explain the conflicts.

Teacher gives each group a stated conflict from which they plan an appropriate freeze frame/tableau.

Groups present their tableau to rest of class.

Peers are asked to question the group about how the beliefs and practices of a Sikh are challenged by the given conflict. Groups answer in role.

Pupils are invited to comment on the presentations and quality of responses for eachgroup in relation to the lesson objectives and learning outcomes. The teacher asks forsuggestions as to how groups could improve their presentations and responses.

Pupils are given the opportunity to amend and modify their freeze frames as a result of thecomments made.

1 Assessment for learning Unit 5: Developing peer and self assessment in science © Crown copyright 2004

Developing peer and selfassessment in science

Following the training in the generic unit Peer and self assessment, it isimportant to consider how the key messages of the training apply to science.As part of the whole-school focus on this, the following subject developmentmaterial is intended to help you consider the key messages of the training unitand identify any areas requiring development in your department.


Objectives



Key messages







The following material builds on the tasks outlined in the ‘Ready for more?’section of the Peer and self assessment training unit and it is intended for allthose who teach science.

Unit

5


Reviewing existing practice in peer and self




Focusing








Start with Task 5A

Developing






Start with Task 5B

Establishing









Enhancing









Start with Task 5C

Teac

hers

Pup

ils

assessment



The tasks you have been referred to are intended to support the developmentor extension of peer and self assessment in science and provide guidance onhow to embed this into regular practice in science lessons.










The purpose of focusing on this is to improve pupils’ achievement andattainment in science. You will need to be clear on what has helped pupils tolearn more effectively in your subject. Part of this will be how your practice hasadapted to allow this. You should jointly identify what has worked well andwhich areas require further attention.








Task 5A




Task 5B





Task 5C






Task 5A




Context

Reports indicate that objectives for science lessons are usually clear. Pupils arenot, however, provided with enough opportunities to evaluate their own andeach others’ work during plenaries.

After the Assessment in science unit, Peer and self assessment, thedepartment decided to review their own practice. It was agreed that thisassessment technique was used rarely. The head of department asked theconsultant to coach some of the staff. The consultant agreed that the explicitlinking of the objectives and pupils’ own assessments during plenary sessionsis an important area for development. This was identified as starting point forpupils to gain a better understanding of what was expected.

Process

The following example was used by the pairs of colleagues to support theirdiscussions about the lessons they were planning. In brief they considered theirown scheme of work against this example. They asked each other thesequestions.

• Are the objectives clear?

• Does the peer assessment support pupils’ progress?

• How are pairs or groups of pupils organised for peer assessment and whatdo you need to consider to promote the success of the activity (also, is pairsthe best grouping for this activity)?

• What types of plenary might be used to assess the success of the peerassessment activity in meeting the lesson objectives?

The department then chose an example of a Year 8 lesson and used a peerassessment strategy explored in the Assessment for learning generic unit toaddress an aspect of one of the Year 8 yearly teaching objectives.


During these lessons the class teacher took the opportunity to model thepractice of peer assessment. This helped her to establish a self-supportiveatmosphere and promote a classroom environment that enabled others tocritique their peers’ work.

The big picture (for pupils)

Yearly teaching objectivesfrom Year 8 Scientific enquiry

from Year 8 Cells

Selected peer assessment strategy (fromhandout 5.4)

Context in scheme of workAs part of their work on diet, pupils have researched and designed diets to meet the needs of specific groups (e.g.professional footballer, pregnant mum, vegan, two year-old, bus drivers). They have identified the balance in the dietsbetween the main nutrients in the body. They have then explained the rationale behind the modifications to meet theneeds of the specific groups.

Success featuresFor scientific enquiry:1 We can use a range of sources to collect information.2 We can sift and sort the information to identify that which is most relevant to the task set.3 We can process and present the information in the form of a table or chart.For cells (as part of life processes and living things):1 We can explain why the main nutrients are required by the body.2 We can identify the dietary needs of specific groups.3 We can design balanced diets that meet the needs of specific groups.

The peer assessment lessonTeacher provides a typical diet for an office worker in the form of a diary and discusses the details with the class. Thenprovides thumbnail sketches of particular groups. Individuals are asked to identify specific aspects of the groups whichmay require changes to their diet. Provide sources of information including a range of text books, nutrition booklets,electronic sources and Internet access. Discuss how these might be used to identify the needs of the groups andappropriate food sources.

As a whole class, evaluate the aspects identified in terms of how their suggestions might impact on the required diet. Takea ‘pupil going through puberty’ and highlight a balanced diet. Explain how the diet has been designed to meet the specificneeds of the body during this time.

Pupils use the sources of information to identify needs; they chart or tabulate these and then design diets for at least oneof the specific groups. They then swap their written answers and mark (perhaps with a highlighter pen) each other’s work.In order to support pupils in identifying how successfully objectives had been met they were provided with prompt sheetsfor each feature identified as specific – e.g. in above example increased rate of growth requires more energy, so an energyrich diet is required.

PlenaryIn the plenary part of the lesson, ask pupils to explain to the class how the answer they marked matched the examplediscussed. You would need to think carefully about which pupils you chose to present work (and which pupils’ work theypresented). If the original diet for a teenager was presented on an OHP transparency, this could form a visual tool for thepupil to work from when presenting their explanation.

• This will help us to see how our current level of understandingabout diets can be transferred to new situations.

• We will be better informed about the facts and mythsencountered about diets, which will help us to make moreinformed decisions.

• We understand how to select relevant information from a rangeof sources and present it in a simple format that conveys theessential points effectively.

Use a range of first-hand experience, secondary sources ofinformation and ICT to collect, store and present information in avariety of ways, including the generation of graphs.

Describe the role of the main nutrients in the body; explain why allcells need them and the importance of a balanced diet.

Ask pupils to use the expected outcome to comment on thestrengths of each others’ work and to identify areas forimprovement.


The department then went on to introduce peer and self assessment, firstthrough two teachers trialling the approach. In brief, both teachers taught theunit and its lessons to parallel classes, in advance of the rest of the department.They co-observed each other and analysed pupils’ working together and notedthe quality of their responses. A comparison of the pupils’ final work was madewith a similar piece from the same pupils earlier in the year. This was used tojudge the effect of peer assessment on the final outcome. The pupils’ workshowed that there was a better understanding about learning objectives. Forexample, pupils’ written work provided more emphasis on explaining using thekey idea of energy, rather than descriptive information about diets.

A group of pupils was also questioned afterwards to gauge their response tothis approach. By using the criteria provided to assess their own and others’work, pupils had a better understanding of what was expected. They becamemore confident in science lessons.

Evaluation

The lesson was written into the scheme of work for the rest of the department toteach. In pairs, the department then agreed to trial several other approachesfrom the generic unit. These were then evaluated and the most successfulmethods built into the next term’s work.


Task 5B

In your department, identify existing and potential peer and self assessment opportunities from the scheme of work for a yeargroup or unit.




Context

The department identified from their own self-evaluation processes that theymade limited use of peer and self assessment. They decided to use a handoutfrom the Assessment in science unit, reproduced here as appendix 5B.1.Developing pupils’ peer and self assessment to explore how different types ofpeer and self assessment could be used to form part of a lesson episode.

Process

Working in pairs, the department looked at appendix 5B.1, which sets out somestrategies for developing pupils’ peer and self assessment that can easily beincorporated into lessons. While they realised that they were not expected to useall of these, they appreciated that consistent use of some of the strategies wouldimprove pupils’ experiences and skills of assessment.

In completing the handout, they identified examples of how each could haveused a particular technique in their teaching. They didn’t complete all of theexamples and each pair started at a different point. They then shared theirresults.

In discussion, they clarified how these techniques help pupils to:• develop their understanding of assessment criteria• practise self assessment• become more involved with learning and making judgements• gain confidence in identifying what they need to do to improve• make better use of plenaries.

They then went on to discuss experiences they had had in the following examples.

• Offering pupils prepared ‘examples’ of work from anonymous pupils withobvious shortcomings. How helpful was this in motivating pupils to dobetter? What ground rules should apply to this strategy?

• Encouraging pupils to listen to each others’ answers to questions. There arestrategies for doing this, e.g. asking pupils to decide whether they think ananswer is reasonable, whether they can add to the answer, whether theywould have given another answer. Obviously, such techniques need to beused sensitively and may be better with small groups.


Then they considered this technique in action by watching a 10-minute extractfrom the plenary of a science lesson (video clip from the Misconceptions in KeyStage 3 Science unit). While they watched the video, they focused on pupilslistening to each other’s ideas about particle models and particularly the waythey offered each other comments about strengths and weaknesses. Thedepartment recognised the technique known as cognitive conflict, the onepromoted in the CASE project (Cognitive Acceleration in Science) from King’sCollege. (This clip is included on the CD containing the subject developmentmaterials for Assessment for learning.)

This activity was followed by them identifying opportunities for peer assessmentor self assessment from their existing scheme of work (or from the QCA schemeof work). Appendix 5B.2 was used to record where the different activities weredeveloped.

Evaluation

They discussed their findings and identified where there were techniques, thatwere over- and underused in their department. They then planned how a betterbalance of activities might be achieved.


Assessment in science – resource pack (DfES 0372/2002)

Misconceptions in Key Stage 3 Science unit (DfES 0291/2002)


Task 5C





Context

In the most recent school Ofsted report inspectors commented that pupils’ lack of confidence to discuss their own ideas with each other was restrictingtheir progress. In addition, a Key Stage 3 action point in the current sciencedepartment action plan has been to develop pupils’ graphical skills. By usingthe QCA Assessing progress in science units the consultant suggested that the department could promote the use of data as well as provide opportunitiesfor pupils to use criteria to discuss the accuracy of the work.

Process

The department used an extension of an idea provided in the QCA Assessingprogress in science: Unit 1, Scientific enquiry, activity 1.2, which consideredpupils’ ability to represent data in the form of graphs.

In this activity the pupils were provided with a set of data obtained during aninvestigation and required to plot a graph and provide an explanation for theshape of the line. Pupils were then expected to work individually on this stage ofthe activity.

This experience is important for them as it helps them to gain an understandingof the challenge of the task. They go on to share their reasoning with anotherpupil or engage in a group discussion. This is important as it requires them toconsider and to articulate the justification for their thinking on the problem. Theactivity included examples of responses from a number of pupils. These wereused in the third stage when groups of pupils considered the example and triedto identify the strengths and weaknesses in their responses. They also lookedfor, and discussed, any misconceptions or mistakes revealed by theirresponses.

As an extension, the pupils were then asked to devise a set of assessmentcriteria for the plot of the results and for the explanation. They worked on thisindividually to begin with, then their ideas were used as the basis for a classdiscussion. The outcome needed to be an agreed set of criteria which pupilsunderstand.


The teacher then modelled how these criteria are applied to one of theexamples provided in the QCA unit, including the way in which feedback, eitherwritten or oral, might be provided. Pupils then assess their responses (both theplotting of the results and the explanation) using the agreed criteria andfollowing the principles established for feedback. As they did this, the teacherprovided guidance and support. This QCA activity has examples of feedback,which the department used as a checklist, but it was agreed that in somecases, these needed to be modified to make their language accessible to thepupils.


The following five pages are produced with permission from QCA and are takenfrom Assessing progress in science: Unit 1, Scientific enquiry.


The department then identified two additional activities that they would use overthe following half term to provide opportunities for pupils in different year groupsto evaluate their own performance.

Evaluation

After these lessons, the department discussed the pupils’ responses, focusingin particular on the ways in which different groups of pupils responded to thetask. They used the following questions to aid their discussions.

• How has teaching been adapted to the key messages of peer and selfassessment?

• How has providing opportunities for peer and self assessment impacted onpupils’ learning?

• What opportunities have been identified to improve pupils’ skills inassessing their work?

• How do pupils respond to assessing their own work and the work of others?

• How has this focus impacted on pupils’ standards in science?

From this they identified that different ages and abilities require different types ofsupport and decided to make this a focus of next term’s work and, if possible,seek support from the consultant to see if others in the LEA have grappled withthis problem and produced any examples of good practice.


Assessment in science unit including video of plenary of lesson including pupil review (DfES 0371/2002).

Assessing progress in science: Unit 1, Scientific enquiry, Activity 1.2 (QCA/03/1144, 2003). Copies may be obtained from QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN. Tel: 01787 884444.


Appendix 5A.1

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

1E

ncou

rage

pup

ils to

liste

n to

•P

upils

thin

k ab

out w

hat t

hey

have

not

•H

ave

who

le-c

lass

dis

cuss

ion,

mak

ing

conj

ectu

res

abou

t com

paris

onpu

pils

’ res

pons

es to

que

stio

ns

unde

rsto

odof

dat

a di

spla

yed

in tw

o pi

e ch

arts

. Pup

ils re

spon

d us

ing

whi

tebo

ards

an

d pr

esen

tatio

ns m

ade

in•

Pup

ils p

ublic

ly a

ckno

wle

dge

that

they

can

, fo

llow

ed b

y ep

isod

es d

urin

g w

hich

suc

cess

ive

pupi

ls a

dd to

or

clas

s an

d to

ask

que

stio

ns o

nan

d w

ant t

o, le

arn

from

eac

h ot

her

refu

te e

xpla

natio

ns.

poin

ts th

at th

ey d

o no

t•

Pro

mot

es th

e id

ea o

f col

labo

rativ

e w

orki

ng –

•

Pup

ils re

sear

ch d

iffer

ent a

ltern

ativ

e en

ergy

reso

urce

s an

d m

ake

shor

tun

ders

tand

.‘m

any

brai

ns b

ette

r tha

n ju

st o

ne’

pres

enta

tions

to th

e re

st o

f the

cla

ss a

bout

how

eac

h on

e w

orks

and

•

Can

hel

p es

tabl

ish

‘wor

king

toge

ther

’ its

adv

anta

ges

and

disa

dvan

tage

s. T

he te

ache

r act

s as

cha

ir an

d pr

otoc

ols

take

s qu

estio

ns fr

om th

e re

st o

f the

cla

ss, f

eedi

ng th

em to

an

appr

opria

te p

upilo

n th

e pr

esen

tatio

n te

am.

2U

se e

xam

ples

of w

ork

from

•

Pup

ils s

ee w

hat s

ucce

ss lo

oks

like

and

•P

upils

are

giv

en s

ome

solu

tions

to a

pro

blem

and

ask

ed to

eva

luat

e th

ean

onym

ous

pupi

ls a

nd a

sk

expl

icitl

y id

entif

y th

e fe

atur

es th

at m

ake

for

effic

ienc

y of

the

stra

tegi

es c

hose

n, to

iden

tify

erro

rs a

nd m

ake

thei

r pee

rs to

sug

gest

pos

sibl

ea

good

pie

ce o

f wor

ksu

gges

tions

for i

mpr

ovem

ent.

way

s of

impr

ovin

g th

e w

ork

and

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng o

f •

Pup

ils a

re g

iven

som

e ba

ckgr

ound

and

resu

lts fr

om a

par

ticul

ar

how

they

wou

ld m

eet t

he

stan

dard

ssc

ient

ific

enqu

iry a

nd a

set

of r

esul

ts. B

efor

e w

ritin

g th

eir c

oncl

usio

nle

arni

ng o

utco

mes

.•

Set

s be

nchm

arks

for t

arge

t set

ting

of th

e en

quiry

, pup

ils a

re s

how

n ex

ampl

es w

ritte

n by

oth

er p

upils

and

disc

uss

whi

ch is

the

bett

er c

oncl

usio

n an

d w

hy.

•Th

e te

ache

r use

s a

piec

e of

wor

k th

at is

not

per

fect

but

is a

bout

the

stan

dard

that

the

pupi

ls m

ight

ach

ieve

. Pup

ils w

ork

in g

roup

s, u

sing

the

crite

ria to

agr

ee th

e le

vel.

3A

sk p

upils

to u

se th

e ex

pect

ed

•P

upils

iden

tify

thei

r ow

n st

reng

ths

and

area

s•

The

who

le c

lass

eva

luat

e an

d re

vise

an

anon

ymou

s w

ritte

n dr

aft

outc

ome

to c

omm

ent o

n

for d

evel

opm

ent

expl

anat

ion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils

stre

ngth

s of

eac

h ot

her’s

wor

k •

Pup

ils a

re s

omet

imes

mor

e re

cept

ive

to

then

wor

k in

pai

rs a

nd fo

urs

to d

raft,

eva

luat

e an

d jo

intly

revi

sean

d to

iden

tify

area

s fo

rco

nstr

uctiv

e cr

itici

sm fr

om p

eers

than

from

si

mila

r exp

lana

tions

for o

ther

cha

rts.

impr

ovem

ent.

the

teac

her

•H

elps

mod

erat

e sh

ared

und

erst

andi

ng

of s

tand

ards

4A

sk p

upils

to ‘m

ark’

eac

h ot

her’s

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•P

upils

sha

re th

eir c

oncl

usio

ns to

an

enqu

iry a

nd d

iscu

ss w

hat m

ight

wor

k bu

t with

out g

ivin

g th

emob

ject

ives

and

lear

ning

out

com

es

impr

ove

each

oth

er’s

wor

k.th

e an

swer

s. In

stea

d, a

sk th

em(a

nd h

ow to

‘com

e up

with

the

good

s’)

to fi

nd th

e co

rrec

t ans

wer

s•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

from

ava

ilabl

e re

sour

ces.

appr

opria

te re

spon

ses

•P

rom

otes

rese

arch

and

inde

pend

ent l

earn

ing

Handout 5.4

– S

trate

gie

s fo

r peer

and s

elf

ass

ess

ment


Appendix 5A.1 cont.

Str

ateg

ies

for

pee

r o

r K

ey b

enef

it(s

) E

xam

ple

of h

ow

and

whe

re it

co

uld

be

used

in a

less

on

self

asse

ssm

ent

5A

sk p

upils

to w

rite

thei

r ow

n

•H

elps

pup

ils d

istin

guis

h be

twee

n le

arni

ng

•A

t the

end

of a

topi

c of

wor

k, th

e cl

ass

gene

rate

s its

ow

n en

d of

topi

cqu

estio

ns o

n a

topi

c to

mat

ch

obje

ctiv

es a

nd le

arni

ng o

utco

mes

(and

how

‘te

st’,

with

mar

k sc

hem

e us

ing

the

expe

cted

out

com

es fo

r tha

t top

icth

e ex

pect

ed le

arni

ng o

utco

mes

to ‘c

ome

up w

ith th

e go

ods’

)an

d th

eir o

wn

book

s an

d te

xtbo

oks

as a

reso

urce

. an

d, in

add

ition

, pro

vide

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e an

swer

s to

oth

ers’

que

stio

ns.

appr

opria

te re

spon

ses

6A

sk p

upils

in g

roup

s to

writ

e fiv

e

•P

upils

gai

n co

nfid

ence

as

they

cre

ate

thei

r •

A ‘c

heck

ing

prog

ress

act

ivity

’ is

prov

ided

at t

he e

nd o

f an

impo

rtan

tqu

estio

ns a

nd, f

ollo

win

g ow

n qu

estio

ns a

nd a

nsw

ers

sect

ion

of w

ork

with

in a

topi

c.

who

le-c

lass

dis

cuss

ion,

•

Hel

ps p

upils

reco

gnis

e a

rang

e of

alte

rnat

ive

iden

tify

the

best

two

from

eac

h ap

prop

riate

resp

onse

sgr

oup

(to g

ener

ate

10–1

2 qu

estio

ns, e

.g. f

or h

omew

ork)

.

7A

sk p

upils

to a

naly

se m

ark

•P

upils

are

abl

e to

refle

ct o

n w

hat t

he k

ey

•Th

e w

hole

cla

ss e

valu

ate

shor

t res

pons

es to

the

‘exp

lain

’ par

t of a

test

sc

hem

es a

nd d

evis

e th

eir o

wn

aspe

cts

or id

eas

in a

uni

t of w

ork

or ta

sk

ques

tion

inte

rpre

ting

the

data

giv

en in

a g

raph

or c

hart

. Pup

ils m

ake

for a

spe

cifie

d ta

sk.

are,

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

a ju

dgem

ent a

s to

whi

ch re

spon

ses

wou

ld g

ain

the

mar

k in

the

test

.of

requ

irem

ents

and

pos

sibl

e pi

tfalls

•Th

e te

ache

r set

s ho

mew

ork,

then

ask

s th

e cl

ass

wha

t the

suc

cess

•H

elps

pup

ils re

cogn

ise

a ra

nge

of a

ltern

ativ

e cr

iteria

will

be. F

ollo

win

g co

mpl

etio

n, th

e w

ork

is p

eer-

mar

ked.

appr

opria

te re

spon

ses

•Th

e te

ache

r con

stru

cts

an e

xem

plar

cop

y of

eac

h to

pic

test

with

m

odel

ans

wer

s an

d sh

ows

this

to p

upils

whe

n re

turn

ing

thei

r tes

tpa

pers

, allo

win

g tim

e fo

r pup

ils to

com

pare

thei

r ans

wer

s to

the

mod

el o

nes.

8A

sk p

upils

to d

ecid

e w

heth

er

•P

upils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts

•P

upils

dis

cuss

the

valid

ity o

f gen

eral

sta

tem

ents

, and

whe

ther

they

they

thin

k an

ans

wer

is

and

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g. m

ultip

licat

ion

mak

esre

ason

able

, whe

ther

they

can

mis

take

s an

d m

isco

ncep

tions

num

bers

big

ger,

orif

a sq

uare

and

a re

ctan

gle

have

the

sam

ead

d to

the

answ

er, o

r whe

ther

•

Hel

ps m

oder

ate

shar

ed u

nder

stan

ding

pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a, o

r 2n

�3

�3

�2n

.th

ey w

ould

hav

e gi

ven

anot

her

of s

tand

ards

•

Pup

ils a

re s

how

n an

onym

ous

answ

ers

to p

artic

ular

test

and

exa

man

swer

.qu

estio

ns a

nd a

sked

to im

prov

e or

exp

and

on th

e an

swer

giv

en.

9E

ncou

rage

pup

ils to

dev

elop

•

Hel

ps p

upils

focu

s on

wha

t the

y ne

ed to

•

As

an e

xten

sion

to a

sta

rtin

g po

int a

ctiv

ity in

a n

ew to

pic,

hav

ing

asse

ssm

ent c

riter

ia fo

r per

iodi

cpr

oduc

e or

dem

onst

rate

to h

ave

thei

r fo

und

out w

hat p

upils

alre

ady

know

, ask

them

to s

pecu

late

abo

utas

sess

men

t tas

ks.

achi

evem

ent r

ecog

nise

d w

hat t

hey

thin

k th

ey m

ight

nee

d to

lear

n ab

out n

ext.

10A

sk p

upils

for t

heir

leve

l of

•P

upils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

•

The

teac

her a

sks

pupi

ls to

‘tra

ffic

light

’ con

cept

sfo

r a p

artic

ular

co

nfid

ence

with

a p

artic

ular

to

focu

s th

eir e

ffort

s an

d de

velo

p m

aste

ry o

f pi

ece

of w

ork.

Gre

en is

‘hap

py’;

ambe

r is

‘not

qui

te s

ure’

; and

red

piec

e of

wor

k.pa

rtic

ular

con

cept

s an

d sk

ills

is ‘v

ery

unsu

re’.

Gre

ens

can

then

sup

port

am

bers

and

reds

. Man

yre

d m

arks

mea

n m

ore

in-d

epth

teac

hing

is re

quire

d.


Improving pupils’ peer assessment

Discuss examples where you have used (or could use) the following examples of peer assessment during alesson.

* One way this can be done is to ask pupils in groups to write five questions and follow this with whole-class discussion toidentify the best two. From the class this generates between 10 and 12 questions that could be used for homework.

Type of peer assessment Example of how and where it could be used in a lesson

Encourage pupils to listen to others’ responses toquestions and presentations made in class, and toask questions on points that they do not understand.

Show pupils how assessment criteria have been metin examples of work from anonymous pupils.

Help pupils to review examples from anonymouspupils that do not meet the assessment criteria, inorder to suggest the next steps to meeting theassessment criteria.

Use examples of work from other pupils in the classhighlighting the ways it meets the assessmentcriteria.

Ask pupils to use assessment criteria to mark eachother’s work and to identify areas for improvement.

Ask pupils to mark each other’s work without givingthem the mark scheme, but instead ask them to findthe correct answers in their own exercise books ortext books.

Ask pupils to write their own questions on a topic tomatch the assessment criteria and to answer others’questions.*

Ask pupils to analyse marking schemes and devisetheir own.

Appendix 5B.1


Recording where activities were developed

Appendix 5B.2

Typ

e o

f ass

essm

ent t

echn

ique

(and

Whe

re c

oul

d y

ou

use

the

Ho

w c

oul

d y

ou

org

anis

eW

hat r

esp

ons

es w

oul

d y

ou

refe

renc

e to

QC

A s

chem

e o

f wo

rk)

tech

niq

ue?

your

cla

ss to

mak

elo

ok

for

fro

m p

upils

to

it m

anag

eab

le?

conf

irm

that

they

wer

e ab

le

to u

nder

take

pee

r an

d

self

asse

ssm

ent?

Pup

ils w

rite

a lis

t of k

ey q

uest

ions

and

find

ans

wer

s us

ing

seco

ndar

y so

urce

s.U

nit 8

L, C

heck

ing

prog

ress

Pup

ils w

rite

a lis

t of k

ey q

uest

ions

and

find

ans

wer

s us

ing

seco

ndar

y so

urce

s.U

nit 9

E, R

evie

win

g w

ork

Pup

ils m

ake

up q

uest

ions

to te

st e

ach

othe

r.U

nits

7E

and

8A, C

heck

ing

prog

ress

Pup

ils m

ake

up q

uest

ions

to te

st e

ach

othe

r.U

nits

7L

and

8C, R

evie

win

g w

ork

Pup

ils a

nsw

er w

ritte

n qu

estio

ns u

sing

sou

rces

mat

eria

l, or

with

the

teac

her p

rovi

ding

mod

el a

nsw

ers

afte

r tes

t.U

nit 9

F an

d 9L

, Rev

iew

ing

wor

k

Pup

ils p

rodu

ce a

writ

ten

acco

unt f

or a

nam

ed a

udie

nce

(and

mak

e a

pres

enta

tion)

.U

nit 7

B a

nd 7

D, C

heck

ing

prog

ress

Pup

ils p

rodu

ce a

writ

ten

acco

unt f

or a

nam

ed a

udie

nce

(and

mak

e a

pres

enta

tion)

.U

nit 8

I, 8H

and

9D

, Rev

iew

ing

wor

k

Pup

ils c

onst

ruct

a c

once

pt m

ap (p

upils

may

com

men

t on

eac

h ot

her’s

map

).U

nit 7

I and

8F,

Che

ckin

g pr

ogre

ss

Pup

ils c

onst

ruct

a c

once

pt m

ap (p

upils

may

com

men

t on

eac

h ot

her’s

map

).U

nit 7

K a

nd 8

L, R

evie

win

g pr

ogre

ss

Rea

d th

roug

h th

e ac

tiviti

es in

eith

er s

elec

ted

units

from

the

scho

ol’s

sch

eme

of w

ork

or th

e su

gges

ted

units

from

the

QC

A s

chem

e of

wor

k. M

ake

judg

emen

ts a

bout

whe

re y

ou w

ould

use

the

tech

niqu

e in

you

r tea

chin

g, w

heth

er it

is m

anag

eabl

e an

d th

e ty

pes

of re

spon

se th

at w

ould

indi

cate

whe

ther

pup

ils w

ere

resp

ondi

ng w

ell t

o se

lf as

sess

men

t.

unit 5 peer and self assessment - amazon web...

Documents