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A4L Mini Site - Self Assessment - Modelling using Exemplars

Self Assessment Tools - Modelling Using Exemplars

Definition and Introduction

Modelling work is a valuable technique to help develop pupils  self-assessment skills. It involves using an example piece of work to help pupils self-assess.

It can be used at different stages throughout the teaching and learning process:

• At the beginning of a unit of work, by showing pupils an example of a piece of work and comparing this with written objectives - they should gain a clearer view of what they need to achieve to meet the expectations of a unit or lesson
• As their work develops they can use the model as a guide in order to improve and modify their own work
• Once they have completed their work, they can use the model as a comparison for their own work using it to help them identify the success criteria. They can use the model to help them see how they have matched it, how they have done better and where they need to improve. These comparisons should be made in relation to learning outcomes.TUDY: An example of Year 2 poetry work - using exemplars to improve underassessment in young pupils

Background

Pupils had experience of using exemplar material as a stimulus for their own work, particularly in literacy. They had also had experience of writing acrostic poems in a previous literacy lesson.

They had less experience of using the exemplar material to assess their own work.

The Lesson Itself

The learning task of the lesson was shared with the pupils. It was: To write a poem called The Witch . The teacher offered the class an exemplar poem entitled The Witch  which was both displayed and read out.

Together the teacher and the pupils came to an agreement about 3 important factors that this poem had and their poem should also have. These success criteria were identified as:

• spell witch down the side
• make sense
• be exciting to read

The teacher made it clear that it would be against these factors that the pupils would judge their own work. These factors were displayed and continually referred to by the teacher and gradually by the pupils, throughout the lesson.

At the end the lesson, pupils were asked to discuss their poem with a partner and decide how well they had done against the 3 success criteria displayed. They were then asked to describe how they would improve their work, in terms of the 3 factors.

How does this process support self-assessment?

For Pupils

1. it gave them information about the desired intentions in a visual and auditory way e.g. teacher and pupil referred to the factors displayed throughout the lesson

2. it allowed them to look at evidence about their present position by comparing with a standard e.g. they compared their poem and their partner s poem against the exemplar material, both during and at the end of the lesson

3. it helped them to develop some understanding of a way to close the gap, by seeing and listening to an example of how that can be done e.g. pupils were able to make suggestions about how their work could be improved by using the factors as a measure

Using this strategy teachers should ensure that they:

1. make the learning intentions clear

2. share the assessment success criteria

3. model judgments - using the model ,show the pupils how the teacher has arrived at a particular judgment

Key texts or resource:

1. www.ncaction.org.uk -a website illustrating exemplar materials in different curriculum areas and at different key stages