Activities that support self and peer-assessment for learning

Activity I have I I’d like

used it haven’t to use it
tried it
Summary sentence: Ask learners to write one sentence to
summarise what they know about the topic at the start or end of a
lesson. You could focus this by telling them to include e.g. what or
why or how etc.
Pair share: At the end of a lesson learners share with their partner:
Three new things they have learnt, What they found easy, What
they found difficult, Something they would like to learn in the
future.
Post-its: Use post-it notes to evaluate learning. Give to groups,
pairs or individuals and ask them to answer questions. For example:
What have I learnt? What have I found easy? What have I found
difficult? What do I want to know now?
Draw a square: When a learner has finished a worksheet or
exercise, ask them to draw a square on the page. If they do not
understand well, they colour it red, if they partly understand, yellow
and if everything is OK, green.
Not clear: At the end of an activity or lesson or unit, ask learners
to write one or two points that are not clear to them. The teacher and
class discuss these points and work together to make them clear.
KWL: At the beginning of a topic learners create a grid with three
columns – what they know; what they want to know; what they
have learned. They start by brainstorming and filling in the first two
columns and then return to the third at the end of the topic.
Most ……. Thing: Ask learners what was the most, e.g. useful,
interesting, surprising, etc. thing they learned today or in this unit.
Peer check: Ask learners to read each other’s written work to look
for specific points, such as spelling mistakes, past tense verbs, etc.
During speaking activities such as role plays and presentations, ask
learners to give each other feedback on specific points, e.g. how
interesting it was, whether they understood, any questions they
have.
Share learning objectives
Some examples: Use WILF (what I’m looking for). Point to the
objectives on the board. Elicit what the success criteria might be for
a task. Negotiate or share the criteria. Write these on the board for
reference.
Learning wall: Make a ‘learning wall’ where learners can post
positive feedback about others.
Two stars and a wish: Explain/elicit the meaning of stars and a
wish related to feedback (two good things and one thing you wish
was better/could improve).