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Peer Assessment
is where a pupil’s work is judged by fellow pupils. Self
Assessment involves pupils making judgements about their own work. These
strategies involve more than using marking keys, but give opportunities for
exploration of the fundamentals of the assessment process, including various
types of evaluation.
Points Arising from Research
Inside the
Black Box
(See section on
Formative
Assessment)
by Black and Wiliam
emphasises
peer- and self-assessment as
key techniques: “If formative assessment is to be productive, pupils
should be trained in self-assessment so that they can understand the main
purposes of learning and thereby grasp what is to be achieved”.
 |
It has
been found in Scottish research that pupils who reflect on their
learning can improve exam performance by up to two grades |
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Positive effects of these strategies are more pronounced with less
able pupils |
Key Elements of
Peer - and Self-Assessment
Benefits of Peer Assessment
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It helps expose
misconceptions |
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It can
provide immediate support in the classroom |
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Pupils will often respond more positively to a peer than to a teacher |
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When writing for peers, pupils may improve specifics such as
handwriting |
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Peers
often know more about the work than parents and can give more
help, especially in secondary stages |
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It is individualised and interactive |
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The assessor gains as well as the assessed |
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Social and communication skills can be improved |
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Teacher can stand back, observe and make focused interventions |
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Pupils take more responsibility for their own
learning |
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It helps develop skills needed in the world of work |
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Pupils can understand better the role of and need for assessment |
Criteria and Targets
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A key problem in the learning process is pupils’ lack of understanding of the
criteria for success |
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Pupils should be consciously aware of what their target is, what their current
position is in relation to this and how this gap can be bridged |
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In order for peer assessment to take place, pupils must be aware of the
criteria by which work should be judged |
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Pupils are often too hard on themselves and better understanding of criteria can
help them evaluate achievement more accurately |
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Pupils can make up their own criteria as a means of helping them understand
targets |
Self assessment
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This should be prepared for by peer assessment |
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Ideally it will happen daily in some form |
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Individuals are encouraged further to take responsibility for their own
learning |
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Time needs to be set aside for this (as, indeed, for peer assessment) |
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Self assessment extends the benefits outlined for peer assessment. |
Practical strategies
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Pupils are given sheets outlining criteria for a task and then apply these |
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Pupils write down their own criteria (individuals/pairs/groups?) prior to
task |
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Pupils (individuals/pairs/groups?) make presentation to class and invite
comments |
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Teacher and pupil mark work independently >>> each proposes three amendments
they discuss the proposals |
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A poster of self-evaluation questions can be put on the classroom wall |
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Pupils do a test and make up an answer key (in a group) >>> other pupils use the
answer key >>> discussion between pupils using key and those who made it up |
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Whole class or large group together - pupils present a piece of work for
comments |
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TRAFFIC LIGHTS:
( Peer-Assessment ) Pupils read each other’s writing and apply colours:
green
means explanation better than assessor’s;
amber means it’s of similar quality;
red
means assessor feel his/her answer is better. Then discussion of
differences |
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TRAFFIC LIGHTS:
( Self-Assessment ) Pupil reads questions and marks each one
red,
amber
or
green.
Green
means that pupil is confident;
amber
means uncertain;
red
means that help is needed. |
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Documentation given to pupils to record progress against established
criteria |
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Teacher observes peer assessment and formulates next lesson on basis of what
emerges. |
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At the end of a lesson the teacher can set up a review session using peer-
and self-assessment principles. |
Research and Development
How does your current practice relate
to the advice from research?
Can you identify aspects of your
current practice which show some of the principles at work?
|
Some Activities Relating To
the Issue of Peer and Self-Assessment |
|
Key element |
Objective |
Action |
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Some examples and
suggestions |
|
Benefits of Peer and
Self Assessment |
Teacher
can stand back, observe and make focussed interventions |
Have pupils discuss each other’s
writing in response to class task. Note down any areas where they seem to be
misunderstanding and plan a whole class lesson on issues arising. This could
then inform a redraft. |
|
Criteria and Targets |
Pupils should be consciously aware
of what their target is, what their current position is in relation to this and
how this gap can be bridged.
|
Give pupils a form on which they
write down notes on these three areas. They are likely to have difficulty which
will give rise to discussion of road to success. This may be done in groups
prior to whole class work. |
|
Self Assessment |
Ideally it will happen daily in
some form. |
This can
take the form of the pupil reflecting on how a task should be done and what has
been achieved. It does not need to be a formally established session. We can
promote self assessment as a state of mind. |
|
Practical Strategies |
Pupils make presentation to class and
invite comments. |
The audience’s judgements can be
focused by provision of a checklist of criteria (devised by pupils? or
teacher?) so that comments and criticism will be more helpful. |
Selected References
Further Reading
Inside the Black Box by Paul Black and Dylan Wiliam is available from:
The Publications Secretary
School of Education
Kings College London
Franklin-Wilkins Building
Waterloo Road
London SE1 8WA
Websites
Many web sites have material related to this research. Try searching for
“Inside the black box”. Try particularly:
www.kcl.ac.uk
Much related work has been done by Keith Topping of the Centre for Paired
Learning at the University of Dundee:
www.dundee.ac.uk/psychology/kjtopping
The SCRE web site at
www.scre.ac.uk
provides access to related reports/studies.
The National Literacy Trust web site at
www.literacytrust.org.uk
provides information (with a search facility) on related topics, including
broader issues relating to peer support.
Professor David Wray of Warwick University promotes the KWL approach, in which
pupils write down what they Know about a topic (or think they know), what
they Want to know and, later, what they have Learned. |
