A learners knowledge and ability to apply it needs to be evaluated and assessed in a variety of different ways. One of my favourite but most difficult methods is that of peer assessment and feedback.
Good peer assessment is collaborative and promotes cooperative learning. In turn this helps the student take an active role in the assessment of learning and even more crucially in the process of assessing for learning. The process gives opportunity for them to work out and reveal strengths and weaknesses in the learning that they see.
For peer assessment to be at its most effective I have found that;
- It must be built up gradually and over time
- Students must be actively involved in the process
- The teaching and assessment must be connected
- Different skills and deeper connected learning must be emphasised
Below are four examples of peer assessment sheets that I have used with groups with the aim of gradually building up the process of Peer Assessment.
Sheet 1; Two stars and a wish
PDF version can be downloaded here; gymnastics-feedback-sheet
This sheet is a good starting point to get students into the process of peer assessment. I have found that it is really important to try and get students to use and apply sport specific terminology in their observations and suggestions.
Sheet 2; Two stars and wish progression
PDF version can be downloaded here; badminton-feedback-pdf
The next step is to try and deepen learning and get students to think through their suggestion for improvement. They must not only identify good aspects of performance, suggest an improvement but also work out steps that the performer could follow to help achieve mastery. Then crucially I want the observer to think what the impact would be if the performer can master their suggestion.
As students improve in the process you can actually try a completely differentiated lesson where students work in small groups and have their own personal lessons which are dictated by the observers. I have then used the observers to teach and take the performer through the steps that they suggested. At the end of the session the performer then rates themselves out of five in terms of how well they mastered the suggestion.
Sheet 3; Summative Peer Assessment
PDF Version can be downloaded here; tennis-feedback-pdf
This sheet is a little more complex but is completed at the start and end of a module. Observers watch the performer compete in a small sided game and mark off against certain criteria and whether the performer is able to copy technique, apply it within games or use it to create winning opportunities. Again similarly to sheet 2 they suggest an area of focus and explain the impact mastery would have.
Sheet 4; Learning Wheel
PDF version can be downloaded here; football-feedback
This sheet is complicated but gets the observers to consider connections and context. It also attempts to show how each small bit is actually part of a much larger picture of performance.
I hope you find the resources of interest and use. I would love to hear from anyone who has found something that works well for their groups or indeed anyone that gives some of these sheets a try.
Founder of PESA; The PE and Sports Assessment Tool