Осы сабақ білім алушылардың
Sharing expected learning
- Бұл бет үшін навигация:
- Peer and self assessment
- Strategies for developing pupils’ skills in peer and self assessment
- Traffic lights’
| Sharing expected learning
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outcomes |
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Learning outcomes are established |
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in teachers’ planning and |
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exemplify what the successful |
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learning will look like. |
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Learning outcomes are shared, |
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discussed and agreed with pupils. |
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Learning outcomes are |
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differentiated to ensure all pupils |
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can make progress towards the |
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learning objectives. |
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If asked during a lesson, pupils can |
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explain what they need to do to |
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demonstrate success. |
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Learning outcomes form the basis |
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of feedback to, and discussions |
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with, the pupils. |
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Peer and self assessment
Peer and self assessment have been found to be most effective when:
pupils are made aware of the learning objectives and expected learning outcomes.
Objectives and outcomes are a regular feature of lessons and become an integral part of reviewing learning rather than a ‘bolt-on’ activity;
pupils are central in the process of identifying what they have achieved and what they could improve upon.
Strategies for developing pupils’ skills in peer and self assessment
There are many practical strategies used by teachers to promote the development of peer and self assessment. Here are a few.
Pupil-led plenary
Where the common mode for the plenary of a lesson is a teacher-led discussion or summary of the lesson, an alternative approach would be to ask a small group of pupils to remind the class of the learning objectives of a lesson. They could then lead a discussion to review the progress pupils have made and what next steps they need to take. This strategy assumes that the sharing of learning objectives and intended learning outcomes with pupils is already routine. Here are a few suggestions as to how you might go about this.
Inform pupils that they will sometimes be asked to lead future plenaries and you will model how this might be done.
Model for pupils what they might say and how this can be used to find out what pupils have learned and what they need to develop.
Inform any group of pupils in advance before asking them to help lead a plenary session.
In each session where pupils are asked to share the lead of a plenary ensure that their confidence continues to be built upon.
Ask pupils to discuss briefly in groups whether they agree with any summaries given by the pupil group.
Invite pupils to offer additional and complementary points.
Ensure that pupils leading a plenary receive your full, tactful back-up and support.
‘Traffic lights’
Teacher trains pupils to indicate directly on their work to what extent they feel they have achieved the learning objective of the task and how secure they are in their learning.
Green – achieved, confident (go ahead)
Amber – some progress, elements of success, some uncertainty (seek advice)
Red – not achieved, confused (alert teacher)
This helps teachers identify early warnings of difficulty and encourages pupils to be proactive in seeking help.
‘Thumbs up’
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This is a quick strategy for gauging pupil response – pupils show thumbs up, sideways or down to indicate their perception of their achievement.
Thumbs up – confident they have achieved what was expected
Thumbs sideways – some way there, but could achieve more
Thumbs down – little progress towards achieving
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