1. Why is Dylan so upset?

2. Peer assessment Can be used by learners and their teachers to decide where students are in their learning, whey need to go and how best to get there

3. Week 1: teacher assessment with grade Week 2: peer assesssed task with detailed feedback and time for redrafting (no grades)

4. Why? Improved motivation Language used by peers is understandable Peer feedback can command more attention Frees up the teacher to make interventions Learner must internalise success criteria

5. Peer assessment http://www.journeytoexcellence.org.uk/videos /expertspeakers/selfandpeerassessmentdylan wiliam.asp formative summative

6. What do we need to do? How will students benefit?

7. Learning Goals

8. give time for redrafting and persevere What’s good and why? even better If….. model what good PA looks like – set up routines use clear, open tasks with success criteria

9. Goal: to be able to describe the key features of all sponges Can we come up with our own success criteria?

10. Goal: to be able to describe the key features of all sponges 1.You correctly state the Kingdom it is in 2.You describe how a sponge feeds 3.You explain why sponges are not considered plants 4. You compare the sex life of a sponge to that of a human

12. Goal: to be able to describe the key features of the sponges You correctly identify the Kingdom They are animals You describe how a spongue feeds They all live in water Collar cells line the openings of the sponge and have hair-like projections that waft water into the main cavity – this draws in small food particles You explain why sponges are not considered plants No chloropyll No cellulse cell wall You compare the sex life of a sponge to that of a human They reproduce by both asexual and sexual reproduction Humans reproduce by sexual only Both produce sperm and eggs The sperm are released into the water in a sponge wherease into the vagina in a human

13. What was good and why Two things to improve and why Redraft and refine answers