Peer assessment, self assessment & target setting resources.


How to Peer Assess

Peer assessment is highlighted as such a great and effective assessment tool. However so many people struggle to find a way to use peer assessment so that it has an impact on their children’s learning.

Too many times I’ve furrowed my brow or sighed in despair at a child responding to a peer’s work with ‘your handwriting could be neater’ or ‘be better at spellings’ or of course my favourite response when asked what their peer could improve is when they write ‘nothing’ or ‘it’s perfect already’. While I’m happy that my children see presentation and spellings as very important, I know that that comment will have no lasting impact on their partner. Of course I’m happy that they want to tell each other how wonderful they are, but I do still want them to know that perfection requires a lot more work before it’s achieved.

Establishing good quality, investigative peer assessment is what is required to ensure when I use peer assessment it will create a lasting impact on the person who’s work is being peer assessed, whilst also moulding a more reflective approach for the person doing the peer assessment.

To start us of on the process of exploring great peer assessment I’ve made a poster to highlight to the children what great peer assessment looks like.

How To Peer Assess

Download this poster and stick on your walls, on your tables and perhaps in the children’s books. Every time they are going to peer assess they need to have these sentence starters bounding through their brain.

As I blogged about in the ‘How to Self Assess’ post, great child assessment requires training. Give the children time to be absorbed within the world of great peer assessment. Use this poster and the ideas on it regularly and the children will be so comfortable with the correct way to peer assess you’ll hear them talking to each other in lessons asking the questions on the poster without prompting.

Let’s look a bit more at the three main elements of the poster. Over the next few months we’ll release many new resources on our website and on this blog which support you with each of these elements of peer assessment.

What Went Well? – It’s a classic assessment idea. Ask your children to recognise what their peer did well in their work. Link it to the lesson objective and/or the child’s targets. It’s easy to spot the good features of someone else’s work, but avoid letting the children give little puppy dog comments (‘well done’, ‘good work’ etc).

Even better if… – A bit trickier. The assessor must think about what’s missing or what could’ve been added to make it even better. KS1 and lower KS2 children really struggle with this. Make sure you reiterate that it’s important they’re honest and fair. If they’re honest and fair their partner won’t be upset about anything they write.

Next Step: – This area will take some training. I would strongly advise you to set clear targets for each child and have them stuck in their book. I will blog about the best way to do this soon. After saying what’s great about the work and what would make the work better, now the peer needs to think about the next lesson and what their partner needs to do to improve their work or continue to make great progress.

This poster is just the start. Soon there will be loads of other Teaching Essentials resources to support your use of this poster and to promote great peer assessment, self assessment and target setting. Keep popping back to the blog for more resources.

Click here to download the ‘How to Peer Assess’ poster now.

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How To Self Assess

Assessment is a tricky topic for so many. Its importance is immense, but the use of it sometimes falls short. So the point of setting up this blog is simple – to provide you the teachers with loads of assessment resources and to explain how to use them.

We will start with self assessment, often referred to as the most powerful form of child assessment. Peer assessment can so often depend on the peer providing good feedback (don’t worry I’ll cover that issue next). Self assessment requires each child to be brutally honest and able to reflect upon their own work.

Effective child assessment and target setting relies on you to train your children to be able to approach it in the correct mindset and feel comfortable doing it. Let’s start by looking at the ‘How to Self Assess’ poster:

How To Self Assess

When starting to use self assessment begin by showing them this poster. Perhaps have a copy on your tables on stuck in their books. Expose them to the ideas in the poster often and let them try to self assess as much as possible. Emphasis that self assessment requires them to look at many aspects of their work. There are three elements to this poster and three elements to all of our new self assessment resources. INK, WWW & EBI are terms I am now using so regularly it’s like they’re new children in the class. Let’s explore them a bit more.

INK – I now know/I need to know: As far as I am aware this is a new acronym. I felt we didn’t have enough in teaching already. It is a great term for self assessment as it tells children that they all know something, but regardless of how able they are they don’t know it all just yet (not until they become teachers). You can use INK in many ways. Get the children to think solely about what they now know from today’s lesson (to highlight that learning has happened in the lesson) or to consider what they still need to know before the topic ends. You can also get them to ponder both what they now know and what they need to know. It’s a strong term to use in the classroom.

WWW – What Went Well: Oh yes our old friend ‘What Went Well’. This is a chance for your children to spot the good features in their work and the progress they’ve made in the lesson. Sounds easy but the older they get the harder they can find it to see the positives. Used in a considered way a WWW can be quite a powerful reflective tool.

EBI – Even Better If: You can ask what went well with out then pondering ‘Even Better If…’. This term is the children’s reflective and forwarding thinking friend. They’ve found what they know or need to know, they’ve spotted what they did well, but now they need to accept they’re not quite at perfection yet. They need to think about the next lesson and the next step. EBI gets banded around a lot, but introduce it and talk about setting goals and targets and they will see how powerful it is.

Hopefully you’ll find this poster useful and feel it can benefit your classroom assessment. This poster is just a start, there will be many more resource coming out soon to support your use of this poster and INK, WWW & EBI. Keep an eye on our blog for many more self assessment, peer assessment and target setting.

Click here to download our poster and start using it now.

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Welcome to the new blog

Blog Logo

I thought it was time for a change to this blog. Gone are the short updates about the new Teaching Essentials resources.

Now this blog will be used to promote our new self assessment, peer assessment and target setting resources. However it’s not a marketing blog, I will provide you with in-depth information about how to use these new assessment tools. Each new resource will come with ideas of how to use them, occasional photos of them being used in a classroom, and more input about the role they play in your teaching.

Also along the way we will be bringing all the ideas together into one marking system, called 6Step Marking. It’s still in development, but will hopefully be very effective.

I hope you enjoy reading this blog and downloading our new resources.