Strategy 03
Self-assessment and peer assessment that learners take seriously
Practical self-assessment and peer-assessment techniques for nursery, primary and secondary pupils: traffic lights, exit tickets, rubrics and reflection prompts.
Why it works
Learners who can judge their own work against clear criteria need less external correction and become more independent. Self-assessment is a skill — it must be taught and practised.
Techniques
- Traffic lights: green, amber, red cards or cups show how confident each learner feels.
- Exit tickets: one question at the end of a lesson tells you who needs what tomorrow.
- Rubric check: learners highlight the criteria they believe they met before handing in.
- Smiley scales for the youngest children — point to the face that fits.
Peer assessment
Use the "two stars and a wish" format tied to the success criteria. Model it first with an anonymous example so learners practise being specific and kind.
Reflection prompts
- What did I find easy today, and why?
- Which criterion do I still need to work on?
- What will I do differently next time?
Bring learner reflection into your Amosia GRID record
Discuss the shared criteria with learners, then record the evidence from their reflection and your own observation against the same goals in Amosia GRID. Comparing the evidence helps you agree on the next step without maintaining a separate paper tracking sheet.
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Key research
- Paul Black and Dylan Wiliam (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice.
- Paul Black and Dylan Wiliam (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability.
- OECD (2005). Formative Assessment: Improving Learning in Secondary Classrooms. OECD Publishing.