What's in it for the pupil:

1
What's in it for the pupil

• The pupil
• Becomes responsible for their own learning
• Is able to recognise the next steps
• Feels secure about not getting everything right
• Realises that there is often more than one answer
• Raises self-esteem
• Becomes more motivated and independent

2
Whats in it for the teacher?

• shift of responsibility from teacher to pupil
• Smoother lessons if pupils are more motivated
  and independent
• Higher achievement, less grief!

3
Activity How to ensure successful and effective
peer and self-assessment

• success criteria must be understood
• Pupils must know what a good piece of work looks
  like
• Learning skills taught
• Look for aspects of the work to praise
• Do not over criticise (41 ratio!)
• Suggest ways to improve the work use closing
  the gap prompts
• Give time

4
Implications

• To develop peer and self assessment, we need
  consider
• Creating the right culture
• Training pupils
• Planning opportunities
• Explaining the learning objectives and outcomes
• Guiding pupils to identify their next steps
• Encouraging pupils to reflect on their learning
• Creating curriculum time

5
Respect our partners work, their effort should be
valued
Key questions What are you trying to
achieve? What steps did you take to get to this
point? How did you do this? Key Statements I
think if you did this . it would be better
because ..
Summarise the good points and agree on the next
step
Talk about how they got to the learning outcome
(treasure)
Tell your partner about the good things we
see in their work
Listen to your partners advice
6
Respect our partners work, their effort should be
valued
Key questions What are you trying to
achieve? What steps did you take to get to this
point? How did you do this? Key
Statements I think if you did this . it would
be better because ..
Talk about how they got to the learning outcome
(treasure)
Summarise the good points and agree on the next
step
Tell your partner about the good things we
see in their work
Listen to your partners advice
7
Tuberology

• You are a student in a new subject called
  Tuberology
• Your first key task is to make and name a Potato
  Animal

8

• Improve your work based on your feedback given
  from me ..

9
What feedback would you give the following.
10
(No Transcript)
11
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12
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13
(No Transcript)
14
Success criteria

• Level 1 The animal is stable
• Level 2 The animal has legs which can support
  its weight
• The animal has a tail
• Level 3 The animal has a name that reflects its
  features
• At least two decorative techniques have
  been used
• Level 4 At least two potato cutting techniques
  have been used

• MUST
• Be stable
• Support its own weight
• Have a tail
• SHOULD
• The animal has a name that reflects its features
• At least two decorative techniques have been use
• COULD
• At least two potato cutting techniques have been
  used

15
What are you investigating?
Use a book or computer
Finding out
What/why/how do you think
Ask questions
List or diagrams
Plan resources needed
Note down factor to be tested
Identify factor to be tested
Note down what you will keep the same
Length, time, volume, force, temperature Mass
(weight)
Decide what/how to measure
Ask the key question
What/why/how do you think
Predict what might happen
I/ we think if we to .then .. because
16
Year 4
Exploring roots
context
Subject Year
L.O.
Steps to success

• Use senses and descriptive words
• Ask questions (what/why/how do
• you think
• Think about what might happen if ..

Explore the features everyday materials
Making jelly
Year 2
Use pencil for diagram Measure root (cm) and put
on diagram Label main features (see example)
Record using annotated drawings
Plan carry out a fair test
Comparing the grip of shoes
Year 6
Write your own for this science example