Self & Peer Assessment

Self and Peer Assessment

Peer and self-assessment can transform learning, making it a much more active, participatory process, prompting learners to engage deeply with assessment criteria and reflect on their own performance and that of their peers. It directly empowers learners to develop skills in critical thinking and reflection, ultimately aligning with the competencies sought by employers, thereby bridging academic, school-based learning with practical, real-world applications. In order for learners to provide meaningful feedback to their peers and interpret and apply the feedback they receive, staff will have to skilfully coach and model the process. Digital tools can personalise this for learners.

What is self-assessment?

• It involves learners reflecting on and evaluating their own work against set criteria (success criteria)

• It is not about ‘scoring’ one’s own work but understanding what constitutes quality work

• It significantly develops learners' self-efficacy and reflective skills, as well as the ability to engage and work with feedback, enabling learners to identify their own strengths, weaknesses, and areas for improvement

• It can be implemented using various methods, such as reflective logs, diaries, or feedback questionnaires, and can be used independently or alongside peer assessment

What is peer assessment? 

• Involves learners in evaluating and providing feedback on their peers' work using carefully defined criteria (success criteria)

• Encourages learners to take on the role of an assessor, fostering a deeper understanding of assessment standards, methods and criteria

• Can be used for assessing individual, peer and group work assessments, enhancing learners' judgment skills, critiquing abilities, and self-awareness

• Effective implementation requires good preparation, clear criteria, and understanding of its purpose by all participants

Learner involvement in Learning Intentions & Success Criteria

A learning intention is a statement which informs learners of the detail of new knowledge to be gained from their learning. An effective learning intention emphasises the visible positive changes in learners’ subsequent performance. You can separate and describe this aspect within the success criteria which expand on the learning intentions. They specify a set of conditions that pupils must meet. Success criteria clarify key factors that can be used to indicate where, or to what extent, the learners have achieved their learning intentions.

Learning intentions and success criteria are usually shared at the beginning of the learning experience so that learners have a clear sense of what they are expected to know, understand and be able to do at the end of the lesson or sequence of lessons.

Success criteria are what the staff would expect to see in learner performances once the lesson or series of lessons has been completed. A maximum of four success criteria, that follow from the learning intentions, is recommended. Ideally, and where possible, these should be agreed with the learners using the following as guidelines:

• Clarify exactly what the learning from the activity is and agree with learners where the emphasis will be:

  • subject learning and familiarity with the material in question;

  • specific skills in using the method taught;

  • presentation, spelling, punctuation and grammar;

  • and/or – completeness, thoroughness, accuracy, minimal errors

• Decide together what you want to see in the work:

  • What will your learners demonstrate that they can do in their product, process and performance?

  • Be specific about the characteristics, skills or behaviours that you will be looking for when you/they /their peers assess the completed work, as well as any common mistakes you want your learners to avoid

  • What conditions must be met in order for the criteria to be judged as achieved?