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Assessment for Learning in scienceUnit 3: Developing peer and self-assessment in science

Assessment for Learning in scienceUnit 3: Developing peer and self-assessment in science

First published in 2009 Ref: 00932-2009PDF-EN-04

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1The National Strategies | Secondary Assessment for Learning in science: Unit 3

© Crown copyright 2009 00932-2009PDF-EN-04

Contents

How the science Assessment for Learning units fit together 3

Unit 3: Developing peer and self-assessment in science 4

AfL quality standards 4

Purpose of these materials 4

Reference material 4

Key messages 4

Cycle of professional development 5

Reviewing existing practice in peer and self-assessment 6

Progression table: reviewing existing practice in peer and self-assessment 7

A: Activities to move from Focusing to Developing 9

B: Activities to move from Developing to Establishing 11

C: Activities to move from Establishing to Enhancing 14

Further information 17



How the science Assessment for Learning units fit together

CORE

Unit 1 Lesson sca�olding

learning objectiveslearning outcomessuccess criteria

Supporting structured learning through:

Structuring learning to developQuality First teaching

Unit 2a Oral feedback

Recognising learning

Celebrating learning

Highlighting next steps in learning

Developing independent learners

Unit 2b Written feedback





Unit 3 Peer and self-assessment





NEXT STEPS

4 The National Strategies | Secondary Assessment for Learning in science: Unit 3

00932-2009PDF-EN-04 © Crown copyright 2009

Unit 3: Developing peer and self-assessment in scienceThis is the fourth unit in a series of support materials to strengthen assessment for learning (AfL) in science. These materials link closely with the following quality standards developed for AfL.

Assessment for Learning quality standards 2.1. All teachers have a secure and shared understanding of AfL and how it impacts on learning

and standards.

2.5. In lessons, all pupils have a clear understanding of what they are trying to learn (learning objectives), how they can recognise achievement (learning outcomes), what ‘good’ looks like (success criteria) and why they are learning this (big picture).

2.6. All pupils have the confidence, dispositions and skills to evaluate the quality of their work and level of understanding, and work with their teachers and peers to take the next steps in their learning.

Purpose of these materials• To promote strategies to develop peer and self-assessment

• To highlight opportunities to introduce or extend these strategies when planning lessons

• To help teachers use pupil reflection as part of planning How Science Works (HSW) opportunities and their evidence gathering in the Assessing Pupils’ Progress (APP) process

Reference materialAll materials referred to are listed at the end of this document and are available to download from www.standards.dcsf.gov.uk/nationalstrategies.

Key messagesTo ensure pupils are confident in peer and self-assessment, teachers will need to:

• ensure they explain and share the success criteria that relate to the learning objectives and intended learning outcomes from every lesson

• train pupils over time to assess their own work and the work of others

• use a consistent approach

• scaffold the language used in feedback

• plan peer and self-assessment opportunities in lessons

• frequently and consistently encourage pupils’ self-reflection on their learning

• guide pupils to identify their next steps.

The following material builds on the tasks outlined in the ‘Ready for more?’ section of Unit 5: Peer and self-assessment from the AfL whole-school training materials.

http://www.standards.dcsf.gov.uk/nationalstrategies



Cycle of professional developmentThe diagram explains how to use the progression table and take the next steps to develop your expertise in peer and self-assessment.

Return to the progression table to

map the gains in pupil skills and development

Use the progression grid to identify which activities

you will consider within section A, B or C

Choose an area you want to develop.Decide which class and trial one or more

of the suggested activities for about four weeks before monitoring

the impact on pupils

Try a di�erent area, building on what you learned about where

the pupils are. Evaluate the impacton pupils of using activities

within section A, B or C

It’s always good to work with another teacher so you can swap ideas

and help each other to evaluate progress. Work in this way wherever possible

Working together





Reviewing existing practice in peer and self-assessmentThe progression table provides a tool for a department or individual teachers to review current practice and to identify an appropriate starting point for departmental development.

As a department, agree and highlight the statements that best reflect the practice of the whole department. At the bottom of each column is a reference to the tasks that will support your current practice and provide the appropriate material to develop from this point.





Prog

ress

ion

tabl

e: re

view

ing

exis

ting

pra

ctic

e in

pee

r and

sel

f-as

sess

men

tH

ighl

ight

the

tabl

e to

show

whi

ch c

olum

n (F

ocus

ing,

Dev

elop

ing,

Est

ablis

hing

or E

nhan

cing

) bes

t des

crib

es p

ract

ice

in y

our c

lass

room

or d

epar

tmen

t. Lo

ok a

t the

pup

ils th

en th

e te

ache

rs. T

his

shou

ld b

e ba

sed

on e

vide

nce

from

less

on o

bser

vatio

ns o

r pup

il an

d te

ache

r voi

ce.

Iden

tify

whi

ch ro

w(s

) are

in n

eed

of m

ost d

evel

opm

ent.

Go

to th

e ac

tiviti

es th

at w

ill b

est s

uppo

rt y

our p

rofe

ssio

nal d

evel

opm

ent n

eeds

(A, B

or C

) and

try

the

activ

ities

in th

e m

ost a

ppro

pria

te b

ox.

Focu

sing

Dev

elop

ing

Esta

blis

hing

Enha

ncin

g

Pupils

They

hav

e ye

t to

unde

rsta

nd th

e na

ture

and

ben

efit

of p

eer a

nd

self-

asse

ssm

ent.

Thei

r abi

lity

to d

eter

min

e w

hat c

onst

itute

s co

nstr

uctiv

e fe

edba

ck h

as y

et to

be

dev

elop

ed

F1

They

are

beg

inni

ng to

ass

ess

thei

r ow

n w

ork

and

skill

dev

elop

men

t, an

d th

at o

f the

ir pe

ers,

aga

inst

the

lear

ning

obj

ectiv

es a

nd le

arni

ng

outc

omes

D1

They

can

use

succ

ess

crite

ria to

as

sess

and

impr

ove

thei

r ow

n an

d th

eir p

eers

’ wor

k an

d sk

ills.

The

y re

cogn

ise

the

stan

dard

s th

ey a

re

aim

ing

for i

n sc

ienc

e

Es1

They

can

inde

pend

ently

iden

tify

how

to m

ove

thei

r lea

rnin

g fo

rwar

d

They

read

ily re

late

suc

cess

crit

eria

to

ski

lls p

rogr

essi

on in

sci

ence

En1

Peer

-ass

essm

ent d

iscu

ssio

ns la

ck

focu

s an

d pu

pils

hav

e ye

t to

judg

e th

e st

reng

ths

and

wea

knes

ses

of

thei

r wor

k

F2

They

are

gai

ning

con

fiden

ce

in p

aire

d an

d gr

oup

disc

ussi

on

and

are

begi

nnin

g to

pro

vide

co

nstr

uctiv

e fe

edba

ck

D2

They

are

incr

easi

ngly

con

fiden

t in

ass

essi

ng th

eir o

wn

wor

k an

d sk

ill d

evel

opm

ent,

and

prov

ide

info

rmat

ive

and

cons

truc

tive

feed

back

to o

ther

s

Es2

They

can

eng

age

in e

xten

ded

and

focu

sed

dial

ogue

abo

ut th

eir

lear

ning

and

ski

ll de

velo

pmen

t.

They

app

ly a

n un

ders

tand

ing

of

how

they

lear

n to

mak

e be

tter

pr

ogre

ss in

diff

eren

t con

text

s

En2



TeachersPl

anne

d op

port

uniti

es fo

r pee

r an

d se

lf-as

sess

men

t are

bei

ng

deve

lope

d

F3

Lear

ning

obj

ectiv

es a

nd o

utco

mes

ar

e m

ade

expl

icit

and

tran

spar

ent

so th

at p

upils

can

iden

tify

how

wel

l th

ey h

ave

met

the

succ

ess

crite

ria

D3

Succ

ess

crite

ria w

hich

des

crib

e pr

ogre

ssio

n in

asp

ects

of H

SW a

re

prov

ided

and

pup

ils a

sses

s an

d im

prov

e th

eir o

wn

wor

k ag

ains

t th

ese

Es3

Colla

bora

tion

is u

sed

to id

entif

y su

cces

s cr

iteria

rela

ted

to p

rogr

ess

in th

e H

SW s

kills

for t

he le

sson

En3

Expl

icit

HSW

lear

ning

obj

ectiv

es

and

outc

omes

are

bei

ng d

evel

oped

so

that

pup

ils c

an id

entif

y ho

w w

ell

they

hav

e m

et th

e su

cces

s cr

iteria

F4

Peer

-ass

essm

ent o

ppor

tuni

ties

are

prov

ided

and

pup

il re

flect

ion

is u

sed

to a

ddre

ss p

upils

’ nee

ds

in fu

ture

pla

nnin

g of

HSW

op

port

uniti

es

D4

Tim

e is

pro

vide

d fo

r pup

ils to

refle

ct

inde

pend

ently

or c

olla

bora

tivel

y on

th

e sk

ills

they

hav

e de

velo

ped

and

how

they

hav

e le

arne

d. F

eedb

ack

is u

sed

to in

form

pla

nnin

g of

futu

re

HSW

opp

ortu

nitie

s

Es4

Plan

ning

in H

SW e

nabl

es s

ucce

ss

crite

ria to

be

iden

tifie

d fo

r pee

r and

se

lf-as

sess

men

t and

to in

form

the

APP

pro

cess

En4

Pupi

ls a

re b

eing

enc

oura

ged

to

disc

uss

and

refle

ct o

n th

eir l

earn

ing

in a

focu

sed

and

cons

truc

tive

way

F5

Pupi

ls a

re p

rovi

ded

with

op

port

uniti

es to

giv

e fe

edba

ck to

th

eir p

eers

(in

rela

tion

to le

arni

ng

outc

omes

)

D5

Pupi

ls a

re tr

aine

d to

wor

k ef

fect

ivel

y in

gro

up d

iscu

ssio

ns,

and

cons

truc

tive

and

info

rmat

ive

feed

back

is m

odel

led

Es5

Pupi

l dia

logu

e is

orc

hest

rate

d an

d m

aint

aine

d w

ith ti

mel

y in

terv

entio

n to

acc

eler

ate

unde

rsta

ndin

g of

the

HSW

ski

lls a

nd d

evel

op

inde

pend

ent l

earn

ing

En5

Diff

eren

t typ

es o

f fee

dbac

k st

rate

gies

sta

rt to

em

erge

to p

robe

pr

ogre

ss a

gain

st th

e le

arni

ng

obje

ctiv

es a

nd o

utco

mes

, to

help

pu

pils

impr

ove

thei

r wor

k

D6

A ra

nge

of p

eer a

nd s

elf-a

sses

smen

t st

rate

gies

are

use

d w

ith c

onfid

ence

Es6

Stra

tegi

es fo

r eff

ectiv

e le

arni

ng

are

empl

oyed

and

pup

ils a

re

enco

urag

ed to

app

ly th

ese

En6

A: G

o to

thes

e ac

tivi

ties

to m

ove

from

Foc

usin

g to

Dev

elop

ing

on

page

9

B: G

o to

thes

e ac

tivi

ties

to m

ove

from

Dev

elop

ing

to E

stab

lishi

ng

on p

age

11

C: G

o to

thes

e ac

tivi

ties

to m

ove

from

Est

ablis

hing

to E

nhan

cing

on

pag

e 14



A: Activities to move from Focusing to DevelopingChoose the box that you have identified from the review of the progression grid.

Moving from F1 to D1

They have yet to understand the nature and benefit of peer and self-assessment. Their ability to determine what constitutes constructive feedback has yet to be developed

F1

They are beginning to assess their own work and skill development, and that of their peers, against the learning objectives and learning outcomes

D1

How do I get there?

• Share learning objectives and outcomes for each lesson with pupils, reviewing them at the end of the lesson (see Unit 1: Lesson Scaffolding: Structuring learning to develop Quality First teaching in science).

• Think about how pairs or groups of pupils are organised for peer assessment and what you need to consider to promote the success of the activity.

• Consider the type of plenary and how it might be used to assess the success of a peer-assessment activity in meeting the lesson objectives.


Peer-assessment discussions lack focus and pupils have yet to judge the strengths and weaknesses of their work

F2

They are gaining confidence in paired and group discussion and are beginning to provide constructive feedback

D2

How do I get there?

• With a colleague, plan and observe one of each other’s lessons which has an agreed focus on peer and self-assessment.

• Note how learning objectives are shared and how learning is assessed at the end of the lesson. Is it clear to pupils how they will be able to demonstrate success with these?

• Note the guidance pupils are given when talking to each other about their work. For example, are there clear success criteria for tasks? Is this written in language which is accessible to pupils and which they could use to scaffold their feedback to each other? Does it relate to the learning objectives?

• In your feedback to each other focus on how to structure next steps for pupils in terms of constructive feedback.




Planned opportunities for peer and self-assessment are being developed

F3

Learning objectives and outcomes are made explicit and transparent so that pupils can identify how well they have met the success criteria

D3

How do I get there?

• Select one teaching group and plan opportunities in the following four weeks to focus peer assessment on learning objectives.

• For planned tasks, identify success criteria and write this in pupil-friendly language.

• Structure the lessons to give sufficient time for pupils to give each other feedback on successes and areas for improvement in pairs relating to these tasks.

• At the end of the four-week period, evaluate successes and issues arising in order to move this forward into regular lesson planning.


Explicit HSW learning objectives and outcomes are being developed so that pupils can identify how well they have met the success criteria

F4

Peer-assessment opportunities are provided and pupil reflection is used to address pupil needs in future planning of HSW opportunities

D4

How do I get there?

• Check and plan where necessary to incorporate and sharpen the HSW learning objectives in your planning.

• Share these HSW objectives with the pupils.

• Inform the pupils that peer assessment will relate directly to the HSW learning objectives.


Pupils are being encouraged to discuss and reflect on their learning in a focused and constructive way

F5

Pupils are provided with opportunities to give feedback to their peers (in relation to learning outcomes)

D5

How do I get there?

• Use examples of work from anonymous pupils and ask their peers to suggest possible ways of improving the work and how they would meet the learning outcomes.

• Then ask pupils to look at each other’s work and, using the expected outcome, to comment on strengths of each other’s work and to identify areas for improvement.

Evaluation of impactUse these activities over a period of about four weeks. Monitor the impact by reflecting on learning gains, talking to pupils, teaching assistants and other teachers about the impact. Look at progress with periodic assessments, using APP.

Check the progression grid to see if you have moved forward in your practice.

You could also ask a colleague to watch a lesson with a focus on the area you are trying to improve, and ask them for feedback.

To continue your development, adjust what you do in the next four weeks by identifying your next steps from the progression grid and moving on to the activities in section B or C.



B: Activities to move from Developing to EstablishingChoose the box that you have identified from the review of the progression grid.

Moving from D1 to Es1

They are beginning to assess their own work and skill development, and that of their peers, against the learning objectives and learning outcomes

D1

They can use success criteria to assess and improve their own and their peers’ work and skills. They recognise the standards they are aiming for in science

Es1

How do I get there?

• Pair teachers up with another teacher to observe each other teaching lessons with a specific focus on quality of pupil feedback to each other.

• Ask pupils to explain the basis on which they are giving feedback to each other.

• Ask pupils to look at their own work and assess this against the success criteria.

• Identify comments that prompt further thinking and clearly identify pupils’ next steps.

• Compare these next steps in relation to the science Framework to support progression in skills.


They are gaining confidence in paired and group discussion and are beginning to provide constructive feedback

D2

They are increasingly confident in assessing their own work and skill development and provide informative and constructive feedback to others

Es2

How do I get there?

• Plan lessons routinely to provide pupils with the opportunities to give each other guidance on how to improve their work.

• As well as using pairs to share feedback, use larger groups to look at pieces of anonymous work and discuss areas of success and improvement against success criteria.

• Identify HSW opportunities for the next term that could represent milestones in pupils’ learning. Use the APP assessment criteria and HSW progression grid to support this.


Learning objectives and outcomes are made explicit and transparent so that pupils can identify how well they have met the success criteria

D3

Success criteria which describe progression in aspects of HSW are provided and pupils assess and improve their own work against these

Es3

How do I get there?

• Select a series of lessons that you will be teaching in the near future and ensure there is planned progression through this series of lessons.

• Use peer and self-assessment arising from these pieces of work to routinely identify next steps and support progression.




Peer-assessment opportunities are provided and pupil reflection is used to address pupils’ needs in future planning of HSW opportunities

D4

Time is provided for pupils to reflect independently or collaboratively on the skills they have developed and how they have learned. Feedback is used to inform planning of future HSW opportunities

Es4

How do I get there?

• Plan into schemes of learning opportunities for pupils to reflect on their own work and to work with others to respond to feedback based on HSW learning objectives.

• Sample pupils’ work to establish whether there is evidence that HSW objective-based comments are being acted upon. In pairs look at the pupils’ work and evaluate the impact of focusing on HSW objectives.


Pupils are provided with opportunities to give feedback to their peers (in relation to learning outcomes)

D5

Pupils are trained to work effectively in group discussions, and constructive and informative feedback is modelled

Es5

How do I get there?

• In lessons where there are planned opportunities for pupils to generate their own work, use clear, shared success criteria relating to HSW.

• Ask pupils to assess each other’s learning against these criteria, first in pairs and then in fours.

• Show exemplar work to pupils in order to model next steps.

• Ask pupils to give each other feedback based on the success criteria and the information about ‘what the next steps look like’.

• Ask them to try to give feedback to each other on how to improve their work, based on the success criteria.

• With practice, pupils will become confident in giving good-quality, focused oral feedback whenever they are given the opportunity.

Moving D6 to Es6

Different types of feedback strategies start to emerge to probe progress against the learning objectives and outcomes, to help pupils improve their work

D6

A range of peer and self-assessment strategies are used with confidence

Es6

How do I get there?

• Plan into schemes of learning opportunities for a variety of types of peer and self-assessment on their own work with planned opportunities for them to respond.

• Use the idea of progression in HSW to identify probing or rich questions that help pupils to structure their feedback and to take the next steps in their development of HSW skills.

• Schemes of learning and pupils’ work are reviewed in department time to evaluate the impact of these approaches on pupils’ progress in science.






To continue your development, adjust what you do in the next four weeks by identifying your next steps from the progression grid and moving on to the activities in section C.



C: Activities to move from Establishing to EnhancingChoose the box that you have identified from the review of the progression grid.

Moving from Es1 to En1

They can use success criteria to assess and improve their own and their peers’ work and skills. They recognise the standards they are aiming for in science

Es1

They can independently identify how to move their learning forward

They readily relate success criteria to skills progression in science

En1

How do I get there?

• Share success criteria specific to HSW objectives with pupils, illustrate them with examples of achievements against these objectives and also examples of improvements (from pupils’ work).

• Encourage pupils to develop their own success criteria for learning objectives or learning outcomes.

• Ask pupils to evaluate their own progress at the end of the lesson or task and set targets for the next piece of work.


They are increasingly confident in assessing their own work and skill development and provide informative and constructive feedback to others

Es2

They can engage in extended and focused dialogue about their learning and skill development

They apply an understanding of how they learn to make better progress in different contexts

En2

How do I get there?

• Model the process of giving feedback to enable pupils to construct a dialogue with their peers, based on clear, structured criteria with respect to HSW skills.

• Ask pupils to decide whether they think an answer, explanation or analysis is reasonable, whether they can add to it, or whether they would have given a different answer, explanation or analysis.


Success criteria which describe progression in aspects of HSW are provided and pupils assess and improve their own work against these

Es3

Collaboration is used to identify success criteria related to progress in the HSW skills for the lesson

En3

How do I get there?

• Plan lessons routinely with outcomes relating to identified success criteria specific to HSW objectives.

• Ask pupils to identify in their work, or that of their peers, examples of achievements against these objectives and also examples of improvements.

• Most effective or successful examples can be modelled or celebrated against the APP criteria.




Time is provided for pupils to reflect independently or collaboratively on the skills they have developed and how they have learned. Feedback is used to inform planning of future HSW opportunities

Es4

Planning in HSW enables success criteria to be identified for peer and self-assessment and to inform the APP process

En4

How do I get there?

• Following informal assessment of HSW skills, plan feedback appropriate to the pupil(s) in order to facilitate next steps; these could represent milestones in pupils’ learning.

• Establish success criteria and share these with the pupils with explicit reference to expected standards to provide the basis for oral feedback.

• Focus your feedback on your criteria and guide pupils on how they could improve.


Pupils are trained to work effectively in group discussions, and constructive and informative feedback is modelled

Es5

Pupil dialogue is orchestrated and maintained with timely intervention to accelerate understanding of the HSW skills and develop independent learning

En5

How do I get there?

• For a task or lesson in a series, encourage pupils to develop appropriate success criteria.

• Help pupils focus on what they need to produce or demonstrate to have their achievement recognised.

• As an extension to a starting-point activity in a new topic, having found out what pupils already know, ask them to speculate about what they think they might need to learn about next.


A range of peer and self-assessment strategies are used with confidence

Es6

Strategies for effective learning are employed and pupils are encouraged to apply these

En6

How do I get there?

• Within a series of lessons, routinely build in reflection time and promote a climate for learning where discussion focused on learning can take place easily. Allow pupils to work in talk-pairs or groups for much of the time.

• Plan opportunities for pupils to work independently or with each other to review and act upon feedback from their peers on their own work in relation to HSW skills.

• Schemes of learning and pupils’ work can be reviewed in department time to evaluate the impact of the approach on pupils’ progress in science. This could be enhanced with reference to the Assessment for Learning whole-school training materials – Unit 5: Peer and self-assessment.








Further information The Framework for secondary science can be accessed at: www.standards.dcsf.gov.uk/nationalstrategies. The following related documents can be found on the same website by searching using the document name or reference number.

1. Science APP: AfL quality standards

2. Assessment for Learning whole-school and subject development materials – Unit 5: Peer and self-assessment – Ref: 0737-2004

3. Assessing Pupils’ Progress in science – Ref: 00036-2009

4. Assessment for learning in science: supporting APP – Ref: 00932-2009

http://www.standards.dcsf.gov.uk/nationalstrategies

Audience: Science leaders and teachers Date of issue: 10-2009 Ref: 00932-2009PDF-EN-04

Copies of this publication may be available from: www.teachernet.gov.uk/publications

You can download this publication and obtain further information at: www.standards.dcsf.gov.uk

© Crown copyright 2009 Published by the Department for Children, Schools and Families

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Assessment for Learning in science - UCL Institute of ...dera.ioe.ac.uk/10896/4/sci_afl_unit3_0093209.pdf · Assessment for Learning in science Unit 3: ... Learning in science Unit