If it is only the teacher who gives feedback, then the balance is wrong and the learners do not actively participate in their own learning. However, we recognise that self and peer assessment are not something that learners can do instinctively and they will not happen overnight. Therefore, we coach learners to self and peer assess by modelling processes and strategies e.g. the kinds of questions and thinking which are helpful. We also train learners to work effectively in pairs and groups as this is an essential prerequisite to peer assessment. Usually learners need to be effective peer assessors before they become effective at self-assessment. To peer and self assess, the learners must fully understand the learning objectives and the success criteria – the success criteria will be understood and used most effectively if the learners have been involved in constructing them, as noted above. Otherwise, they have no frame of reference against which to assess and feedback will be low level and superficial. With this in place, learners can peer and self assess against the success criteria regularly throughout the lesson and make improvements to their work accordingly.

St Philip Evans RC Primary School, Cardiff