Self+and+peer+assessment

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© New Zealand Ministry of Education 2009 - copying restricted to use by New Zealand education sector.
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Self and peer
assessment

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Student self and peer assessment
All our young people should be educated in ways that
develop their capability to assess their own learning.
Students who have developed their assessment
capabilities are able and motivated to access, interpret,
and use information from quality assessments in ways
that affirm or further their learning.
Directions for Assessment in New Zealand (2009)
Absolum, Flockton, Hattie, Hipkins, Reid

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You can use this presentation to:
• update, review and/or reflect on the self and peer
assessment practices in your classrooms and school
• explore professional development in developing self and
peer assessment skills in your students.
In the presentation you can:
• clarify the purpose and value of student self and peer
assessment
• identify strategies that teachers can use to enable self and
peer assessment

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Dylan Wiliam (2008)
Learning oriented students are described as:
•owning their learning
•learning resources for one another
•assessors of their own and peers’ work
•being able to assess their own understanding
and make improvements

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Self and peer assessment enables
students to ask and answer the
question:
“How is my/our learning going?”

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Andrade H. and Valtcheva, A.
(2008)
Self-assessment is a process of formative assessment
during which students reflect on the quality of their work,
judge the degree to which it reflects explicitly stated goals
or criteria, and revise accordingly.
Self-assessment is done on drafts of works in progress in
order to inform revision and improvement.
p.13

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• Students are able to assess their own and others’
progress with confidence rather than always relying on
teacher judgement.
• Students become more independent and motivated.
• Students are actively involved in the learning process.
What’s in it for students and teachers?

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Students need to know what good work should
look like, and have clear and specific success
criteria against which they can assess their work.
The test of good criteria is whether students can
use them for effective self assessment. If they
can’t, they need to be reworked.
Self and peer assessment must always be
against clearly established criteria

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My essay is structured well.
What does ‘structured well’ involve?
I have asked effective questions in my research project.
What are the criteria for ‘effective questions’?
I have ten adjectives in my essay.
But are they effective adjectives? What about quality?
Look at these success criteria
Teachers and students need to carefully examine success criteria
for applicability and usability.

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Self and peer assessment skills need
to be taught, modelled and
scaffolded.
It’s not about right and wrong, but rather
learning and improvement. This may be an
essential shift for some students.
What sort of classroom culture do teachers
and students need to facilitate this shift?

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A suggested process to start self or
peer assessment
1. Students assess against criteria and identify successes.
2. Students identify success and where criteria have not
been met. Teacher may suggest ways to improve.
3. Students identify success and a place for improvement,
and make the improvement independently.

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It is especially important to teach
peer assessment skills
Set negotiated ground rules for assessing peers’ work;
for example, discussion relates only to success criteria.
What other ground rules might be needed?
Consider carefully peer assessment partners or groups.
These will change according to circumstances.
Give students opportunity for self assessment before peer
assessment, so that they’re familiar with the process.

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Some examples are:
Retrace your steps in the process.
Check with a buddy.
Look at the exemplar again.
Read it out loud.
Find more information.
Use a dictionary.
Students need to be given strategies
for when they haven’t met criteria

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How to organise Peer Assessment
Topping (2008)
Planning is essential to ensure successful peer assessment
• Collaborate with peers when developing the initiative
• Consult the students – seek their advice and approval of the
scheme
• Discuss the process with students; clarify the purpose, rationale
and expectations
• Involve the participants in developing assessment criteria
• Generally aim for same-ability peer matching
• Provide training, examples and practice – show them how to do it
• Give feedback and coaching
• Examine the quality Further reading pp 25-26

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Some issues for discussion
How to avoid students giving evaluative judgements, or
seeing it as ‘marking’.
Over-confident students tend to over-estimate their
achievement, and vice versa.
The need to be wary of the comparison effect between
students.

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Page 16
Highlighting/circling/colour coding
‘Two stars and a wish’
So far?
Self assessment on a continuum
Thumbs up/thumbs down
Traffic lights/smiley faces
Some quick and easy strategies for self
and peer assessment

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Traffic Lights
Use traffic lights as a visual means of
showing understanding.
e.g.
• Students have red, amber and green
cards which they show on their desks
or in the air. (red = don’t understand,
green = totally get it etc.)
• Students self-assess using traffic
lights. The teacher could then record
these visually in their mark book.
• Peer assess presentations or portfolio
pieces with traffic lights
Back to AFL Tools

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Smiley Faces
Students draw smiley faces to indicate how comfortable they are with the topic.
Ready to move on Understand some parts
but not all
Do not understand and
need to look at it again
Back to AFL Tools

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• 3,2,1 at the end of a lesson
3 things I’ve learnt
2 questions I’ve got
1 insight I’ve had
• Student presents his/her work and ways of
thinking about it at board
• Mini whiteboards for student evaluation, singly,
in pairs or groups
And more…

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• End of lesson check sheets
• End of unit check sheets
• End of unit written assessments
• Learning diaries
• ‘I can do’ sheets
More formal strategies

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Peer Marking
Students mark each others’ work
according to assessment criteria.
Encourages reflection and thought about
the learning as well as allowing students
to see model work and reason past
misconceptions.
Opportunities to do this throughout
individual lessons and schemes of
work.
Back to AFL Tools

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Page 25
Muddiest Point
Students write down one or two
points on which they are least clear.
This could be from the previous
lesson, the rest of the unit, the
preceding activity etc. The teacher
and class can then seek to remedy
the muddiness.
Back to AFL Tools

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References and readings
Absolum, M. (2006). Clarity in the classroom. Auckland: Hodder
Education. pp 98-117.
Andrade H. and Valtcheva, A. (2009). Promoting Learning and
Achievement through Self Assessment, Theory into Practice, Vol
48 pp 12-19.
Topping, K.J. (2009), Peer Assessment, Theory into Practice, Vol
48 pp 20-27.
Wiliam, D. When is assessment learning-oriented? 4th
Biennial EARLI/Northumbria Assessment Conference, Potsdam,
Germany, August 2008. www.dylanwiliam.net

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