Self and Peer assessment WIIFM

1
Self and Peer assessmentWIIFM?

• Whats in it for me?
• Why do it?
• Whats in it for the pupils?

2
What is the GROW model?
R-REALITY
O-OPPORTUNITY
W-WHAT NEXT?
G-GOAL
Helping each other to see the wood for the trees
(Effective coaching Myles Downey)
3
RESIDENCY-BIG PICTURE OBJECTIVES

• Developing our understanding of Assessment for
  Learning
• Learning together, taking some risks and sharing
  ideas
• What was it we did that made the difference to
  the learning?

4
What do we want from this meeting?
5
Intended outcomes

• You will know you have been successful because
  you will have-
• All- have discussed and developed a shared
  understanding of effective peer and self
  assessment and your next steps individually and
  as a school
• Some- will have reflected on your own practice
  and how you can apply some strategies discussed
• Few- have evaluated how successful these
  strategies are and the impact on pupil learning

6
Self and Peer assessment?
What do other groups think? Share our
ideas. Have you any other ideas to add?

• Why?
• Who?
• When?
• What?
• How?

Why?
Think, pair, shareTPS
7
Why?
8
(No Transcript)
9
Why Self Assessment? What's in it for the
pupils?

• The pupil
• 1. becomes responsible for own learning
• 2. is able to recognise next steps in learning
• 3. feels secure about not always being right
• 4. raises self-esteem and become more positive
  e.g. I can from I can t
• 5. is actively involved in the learning process
  (partner not recipient)
• 6. becomes more independent and motivated

10
What's in it for the teachers?

• 1. There is a shift of responsibility from
  teacher to pupil
• 2. Smoother, more efficient lessons if pupils are
  motivated and independent
• 3. Feedback helps teacher identify pupil progress
• 4. Identifies next steps for a group/individual
• 5. Matches pupils  perceptions of understanding
  with teachers - pupils explain
• 6. strategies so teacher identifies thinking
  process
• 7. More efficient lessons allow greater challenge

11
The New Curriculum
More fundamental even than the concern with
literacy and numeracy is the need to protect and
develop young peoples learnacy Professor Guy
Claxton
12
Three questions driving curriculum design,
development and implementation
Big Questions

• What are we trying to achieve?
• How do we organise learning?
• How well are we achieving our aims?

13
Our Students in 2012
Caring Emotionally intelligent Respectful Self
esteem Self respect Gregarious Assertive Good
loser Trustworthy Valued Open-minded Optimistic Co
nsiderate Tolerant Self confident Happy kind and
helpful Accepting of criticism Polite Confident
Wise Civil Adaptable Realistic Honest Discipline
d Fit and healthy Sexually aware Strong Clean Hygi
enic Comfortable with sexuality
Responsible
Spatially Aware
Resilience
Successful
Thoughtful
Curious
Independent
Resourceful
Logical
Problem Solver
Literate
Numerate
Imaginative
Risk Taking
Enthusiastic
Flexible
Analytical
Self Motivating
Evaluative
Skills
Passionate
Committed
Transferable
Employment
Research
Organised
Language
Creative
Ambitious
Multicultural Worldly Wise Global
citizen Community Family values Economically/Fina
ncially aware Teamwork Socially
responsible Cosmopolitan Environmentally
aware Politically aware
14
Teaching sequence/ unit of work
Planning for learning
Review next learning sequence
Learning objectives
Learning Outcomes
Set curricular targets
Success criteria
Classroom AfL Strategies Dialogue Self peer
assessment Oral written feedback
AfL Strategies Dialogue Self peer
assessment Oral written feedback
Reflection review time
Feedback to pupils Specific positive Targeted on
next steps
Pupil progress
Quality marked piece of work /unit test
Formative assessment
Feedback
Data collection review
Summative assessment
15
(No Transcript)
16
Peer assessment challenge

• Challenge- imagine you have to share with your
  departments what good peer and self- assessment
  is like.
• In your groups share examples and ideas of what
  peer or self - assessment strategies you have
  tried.
• What did you see, hear and feel to know these
  were successful?
• Present your ideas on sugar paper

You have 7 minutes
17
Success criteria

• Discussed some ideas for peer/ self assessment
• Presented these on paper
• Included ideas for what you will see, hear and
  feel if these strategies are working

You have 7 mins
18
Reflection- thinking time.so what?
What have we learnt from this session? What are
our next steps?
19
Peer and Self assessment
Introduction Goals

• Intended Outcomes
• To break down any barriers with regards to the
  residency and to develop the school/ LA
  partnership
• To share some ideas of what AfL areas we have
  tried and what we could develop
• To have discussed and agree a shared
  understanding of effective AfL and some areas for
  development individually and as a department

Intro 5 mins Mandy
7 mins Joy
Why, who, when, what? Discuss and feedback ideas
5 mins New curric (mandy) and BP AfL (Joy)

• mins Mandy
• 3 mins peer assess

What do we already do that is ? Share some ideas-
use the prompt sheet if needed. Share ideas
5 mins reflect and share next steps