Assessment is for Learning
Assessment AS Learning - self and peer assessment
To what extent do our pupils and staff practise self and peer assessment?
| HGIOS Quality Indicator | Theme |
| 5.4 Assessment for learning | Assessment approaches |
| 2.1 Learners’ experiences | Learners’ motivation and involvement in their own learning and development |
| 5.9 Improvement through self-evaluation | Commitment to self-evaluation |
Things to think about
- We incorporate in our day-to-day activities ways of promoting self and peer assessment, for example through the use of learning logs, diaries, concept maps, traffic lighting, response partners, ‘two stars and a wish’, rubrics.
- We engage in meaningful dialogue with pupils about their progress and in identifying next steps for learning.
- We use peer assessment regularly to help pupils to understand what is expected of them and to recognise the standard of work required.
- Staff are engaged in peer and self-evaluation to set personal targets through, for example, professional development and review.
Questions to ask
- 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 pupils to become effective contributors?
- To what extent do we provide opportunities for self-assessment in order to help pupils to negotiate learning goals and exercise choice at key points in their education?
- To what extent does staff peer and self-evaluation generate useful and dependable evidence which is used to improve the quality of the educational experience?
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