Peer and Self Assessment

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. Educative feedback which is specific and descriptive, can maximize self-directed learning and should improve performance.

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
Positive effects of these strategies are more pronounced with less able/under-achieving pupils
- There is a positive impact on pupil motivation and achievement.
- It leads to enhanced pupil engagement with learning, which impacts positively on performance
- It increases pupils’ confidence and success as learners

Key Elements of Peer - and Self-Assessment

Benefits of Peer Assessment

It helps expose misconceptions
It can provide immediate support in the classroom
Pupils will often respond more positively to a peer than to a teacher
When writing for peers, pupils may improve specifics such as handwriting
Peers often know more about the work than parents and can give more help, especially in secondary stages
It is individualized, interactive and contextualized
The assessor gains as well as the assessed
Social and communication skills can be improved
Teacher can stand back, observe and make focused and appropriate interventions
- Pupils are involved on reflecting on their own learning and how to improve it
Pupils take more responsibility for their own learning
It helps develop skills needed in the wider world of work and a global environment
Pupils can gain a clearer understanding of the purpose and need for assessment
- It maximises efficient use of teacher and pupil time

Criteria and Targets

A key problem in the learning process is pupils’ lack of understanding of the criteria for success
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 closed
In order for peer assessment to take place, pupils must be aware of the criteria by which work should be judged
Pupils are often too hard on themselves and better understanding of criteria can help them identify success more accurately and enable them to make specific improvements
Pupils can make up their own criteria as a means of helping them understand targets

Self assessment

This should be prepared for by peer assessment
Ideally it will happen daily in some form
Individuals are encouraged further to take responsibility for their own learning
Time needs to be set aside for this (as, indeed, for peer assessment)
Self assessment extends the benefits outlined for peer assessment.

Practical strategies

Pupils are given sheets outlining criteria for a task and then apply these
Pupils write down their own criteria (individuals/pairs/groups?) prior to task
Pupils (individuals/pairs/groups?) make presentation to class and invite comments
Teacher and pupil mark work independently >>> each proposes three amendments they discuss the proposals
A poster of self-evaluation questions can be put on the classroom wall
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
Whole class or large group together - pupils present a piece of work for comments
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
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.
Documentation given to pupils to record progress against established criteria
Teacher observes peer assessment and formulates next lesson on basis of emerging progress.
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?

Trial some of the suggestions for Peer and Self assessment, then compare and discuss findings with a colleague.

Some Activities Relating To the Issue of Peer and Self-Assessment

Key element	Objective	Action
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 closed.	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.