Improving learning through assessment requires students to be involved in their own learning, assessing themselves and understanding what they need to do to improve (Black and Wiliam, 1998). This can be achieved through:
Peer assessment is an important tool in enabling students to develop as independent learners. Independent learners are able to self-assess effectively and to use metacognitive skills to decide how to move forward, developing self-regulation and self-efficacy. Engaging with criteria and giving feedback in peer assessment will help students to assess their own learning. They will also become more engaged in their learning, and will build their confidence in discussing work with peers in a reflective, collaborative process. To facilitate self and peer assessment you need to commit to learners having control over the process, being able to discuss learning and developing effective student feedback.
Allow about 40 minutes
Open the geography self-assessment sheet.
Adapt the sheet for a contrasting topic of your choice.
Note the incorporation of targets in this self-assessment sheet.
Watch the video at ‘Secondary AfL – geography’. (Alternatively, you can read a transcript.)
Observe the variety of support provided to different year groups for peer assessment.
The example includes AfL that is very directly related to AoL, tied to mark schemes and model answers. Can you see any limitations in this approach?
Listen to Dylan Wiliam review some of the benefits of self and peer assessment as a key component of effective learning
Student involvement in setting ‘next steps’ and providing feedback aids their learning about geography and about the skills involved in learning. However, be aware that:
You will need to consider issues like these as you support student self and peer assessment.
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