Strategies for student peer assessment
A range of strategies and tools are available for peer assessment. Teachers should select and adapt these to suit the needs of their students at key assessment points.
Strategies and tools
You can support the students providing peer assessment by discussing the strategies and tools they can use.
- Green - shows the work addresses the success criteria
- Amber – indicates room for improvement
- Red – suggests that the success criteria is not evident.
- Top - a positive aspect of the work
- Filling - a section of the work that could be improved
- Bottom - a positive aspect of the work.
- Warm - signals positive feedback in relation to success criteria
- Cold - indicates areas for improvement
- Hints - provides advice for ‘raising the temperature’ to meet success criteria.
Stars and stairs
- Stars - identify where the work meets the success criteria
- Stairs - suggests steps for making improvements to the work.
- Plus - meets criteria
- Minus - criterion not evident
- Interesting - something to improve.
- Strengths - areas that show evidence of success
- Weaknesses - sections that need work
- Opportunities - aspects that could be further developed
- Threats - obstacles to improvement.
Ladder of feedback
- Step 1 - involves reading/listening/asking clarifying questions
- Step 2 - identifies the strengths
- Step 3 - identifies the areas for improvement
- Step 4 - suggests ways to improve.
Checklists or rubrics provide a list of ‘look fors’ (which are an outline of success criteria) and can include descriptions of levels of performance to guide and focus assessment.
Thinking hats explore a piece of work from different perspectives in order to focus the feedback:
- white - facts
- green - creativity
- yellow - positives
- red - reaction
- blue - process behind the product
- black - concerns.
Peer discussion and conferencing
Paired discussions and peer-to-peer conferences enable students to give feedback on a task to a peer and receive a response to their comments.
- Ontario Ministry of Education (2010), Department of Education & Training Victoria, Rolheiser & Ross, 2001.
- Setting up induction
- Developing focus
- Refining practice:
- Managing the classroom
- Planning a sequence of lessons
- Planning a lesson
- Differentiating learning
- Aspects of assessment
- Peer and self-assessment for students:
- Teacher questioning
- Feedback to students.
- Gaining proficient accreditation.
- Beginning Teachers Support Funding Policy
- Human Resource information for school teachers
- Department-wide induction for new teachers
- Department-wide induction for principals and school executive.