Self and Peer Assessment Through Video Recording

In the P.E. and Dance departments in Broughton High School, video recording is regularly used by pupils to self and peer assess their work.
Pupils watch the video and use a checklist to see what they have achieved and what their next steps are.

You will find below an example of a worksheet for movement analysis from the P.E. deparment.

Interview with a pupil

AiFL Strategies Supportive for Bilingual Pupils

For pupils who function in more than one language, many of the strategies used in Assessment is for Learning are very supportive for their learning.

This type of learning may be different from that of school systems in other countries. It is important for parents to become aware of the purpose of AiFL strategies and their use in classrooms.

Pupils use a variety of methods in class to assess their own work and that of others to help in the learning process. ( Refer to AiFL Website)

The use of WILF and WALT , also referred to as Sharing Learning Intentions and Success Criteria, help bilingual pupils by setting out clarity of lesson and its aims in simple, direct language.

When working in class, using Traffic Lights, Thumbs, Show Five enables bilingual pupils to signal visually their need for extra support or to show they are coping independently.

Increased wait time during questioning and varied question types are helpful strategies to allow bilingual pupils extra processing time before answering.

Think, Pair, Share offers valuable opportunities to bilingual pupils for discussion and listening.

For self and peer assessment it is important for bilingual pupils to be supported to acquire the language needed for making a full contribution to discussions. This may be in home language, with translation of key expressions and vocabulary; support from Bilingual Support Assistant; explicit pre-teaching of the language required. Posters, on classroom walls, in different languages of success criteria and expressions needed to assess work will help to provide key visual reminders for bilingual pupils to use a reference.

For more information on issues related to bilingual pupils; translation and interpreting services, please contact :

EAL Service, 154 McDonald Road, Edinburgh EH7 4NN Tel: [0131] 469 2890

A Curriculum for Excellence and Assessment is for Learning

A Curriculum for Excellence aims to provide a continuous learning programme from age 3 to 18, thus improving the learning, attainment and achievement of the children and young people in Scotland. Children should find their learning challenging, engaging and motivating. They should be encouraged to be active in their learning, understand the purposes of their activities and see the value of what they are learning. A curriculum for excellence builds upon good practice, is accessible, inclusive and able to be easily assessed. Putting the child at the centre and listening to the pupil voice are key aims.

A Curriculum for Excellence is aiming to help all young people to develop into:-
• Successful learners
• Confident individuals
• Responsible citizens
• Effective contributors

Understanding success criteria and the relevance of set tasks enables learners to become more responsible for their own learning and set future targets.
Successful learners should be able to think creatively and independently, learn independently and as part of a group. They should be able to make reasoned evaluations. Self and peer assessment strategies and target setting are central to this development.
Confident individuals should be able to relate to others and manage themselves. Regular use of assessment is for learning strategies enables pupils to become more confident in managing their own learning, and gives them opportunities to relate in a mature and appropriate manner to their peers.
Responsible citizens should be able to show respect for others and make informed choices and decisions. Peer assessments provide opportunities to learn how to give effective feedback to others in a sensitive and understanding manner.
Effective contributors should be self reliant, be able to work in partnership and in teams, and apply critical thinking in new contexts. Understanding learning outcomes and success criteria provides the necessary toolkit to enable young people to be self reliant in their learning. Working as part of a team or partnership requires the ability to communicate effectively and sensitively with others.
A Curriculum for Excellence is about ensuring that pupils achieve on a broad front, not just in terms of examinations. Formative assessment provides a way of evaluating what has been achieved and identifying the next steps of learning. Assessment is for learning plays an essential part in providing a Curriculum for Excellence.

Learning Intentions and Success Criteria

Cluster schools share with their pupils learning intentions and success criteria.
What does this look like at different stages?

Early years –Middle Primary
• This is introduced through characters known as WALT and WILF
• WALT = We are learning to …
• WILF = What I’m looking for…

An example from writing would be:
• WALT = We are learning to use Capital Letters and Full Stops to write a sentence.
• WILF = What I’m looking for at Level B is two correctly punctuated sentences.

Upper Primary
In preparation for Transition we introduce more formal language.
• WALT becomes Learning Intentions.
• WILF becomes Success Criteria

Secondary
The formal language of Learning Intentions and Success Criteria is used across the curriculum.

Children are beginning to recognise these terms. It helps them to focus on their next steps in learning and personal targets.

Personal Learning Planning - Examples of Good Practice

Peer Assessment - Examples of Good Practice