Assessment is how we attempt to make learning visible; it includes any procedure or strategy used to collect information that will help us make inferences about our pupils’ learning (The AERA 1999). One way we can do this is through peer-assessment and feedback.
When facilitated with appropriate modelling, routines, and monitoring, peer-assessment can be an incredibly valuable strategy, as it is both efficient and supports pupils’ self regulation.
As you watch this video of classroom practice, consider how the teacher:
- Utilises model answers to prepare pupils for assessment
- Uses peer assessment formatively to identify areas for individual pupils to develop
Whether you’re establishing ways of working for the first time or reviewing your feedback and assessment approaches, take some time to reflect on what the teacher has done, how they’ve done it, what they might have done differently, and how this might influence your own practice.