peer and self-assessment forms for all subjects.

In order to support staff in giving students opportunities for assessing their own and their peer`s work, as well as setting achievable targets, I have created a document for staff based on the strategies I use in my Theory of Knowledge classes, which can be found below.

The document includes six peer and self-assessment techniques I use in Theory of Knowledge, for both formative and summative assessments. It also comprises of ideas for teacher feedback on classwork, homework and assessment tasks.

I created the document to support staff across the whole of the programme as these techniques can be modified and applied across all the Diploma Programme subjects. This document is a guide for staff, who are encouraged to share their own ideas with teachers both in their departments and in other subjects.

These documents are based on the Theory of Knowledge essay and presentation but can be edited to meet the rubrics of any lesson.

The four handouts included in the document are:

  1. Essay Self-Assessment: This form is a yes / no checklist and then allows students to comment on how they can make improvements. Each comment is designed to relate directly with the assessment rubric.

  2. Essay peer and self-assessment: This form allows students to comment on peer`s essays against the assessment criteria. The form allows students to write good points and give targets. It also allows the essay owner to comment on the advice they have received. There is a box for the teacher to make comments. The completed handout can be given to both the essay writer and the teacher, with a follow up meeting at a later date to see if the student has followed the targets and advice.

  3. Presentation peer-assessment: This is set out as a checklist where the observer can tick how often the presenter is meeting different parts of the rubric. There is a box for summary comments and the presenter`s response. Again, this form can be used at a later meeting or the next presentation to see if the presenter has followed advice and targets.

  4. Formative Assessment: Teacher and Peer feedback: This form allows both the teacher and peers to give good points and targets based on watching a Theory of Knowledge presentation. There is a box for the presenter to respond to the comments.