Assessment is for Learning

Assessment AS Learning - self and peer assessment

To what extent do our children and staff practise self and peer assessment?

Child and the Centre and National Care Standards

Quality Indicator	Theme	Care Standard
5.4 Assessment for learning	Assessment approaches	Standard 4: Engaging with children Standard 6: Support and development Standard 13: Improving the service
2.1 Children’s experiences	The extent to which children are motivated and actively involved in their own learning
5.9 Improvement throughself-evaluation	Commitment to self-evaluation

*QIs and themes in bold indicate those which most closely relate to this key feature.

We incorporate in our day-to-day activities ways of promoting self and peer assessment, for example through play, discussion, individual folios, learning logs, concept maps, traffic lighting, response partners, ‘two stars and a wish’.
We engage in dialogue with children about their progress and in identifying next steps for learning.
We use peer assessment regularly to help children understand their learning.
Staff are engaged in self and peer evaluation to set personal targets through, for example, professional development and review.

To what extent do day-to-day activities promote self and peer assessment?
To what extent do we use self and peer assessment to inform planning for next steps?
To what extent does self and peer assessment help children to become effective contributors?
To what extent do we provide opportunities for self-assessment in order to help children to negotiate realistic learning goals?
To what extent does staff self and peer evaluation generate useful and dependable evidence which is used to improve the quality of the educational experience?