by Emily Smith,
Teacher of Technology and Art
We all love a coloured pen whether it is red, green or purple but this year I have introduced the pink pen during my lessons when students are peer-assessing each others work.
After asking repeatedly and writing it on the board, I still have students forgetting to say when they are peer assessing work and it isn’t always easy to tell what is wrote by the student who is peer-assessing and what is being wrote by the student who is completing the DIRT.
However, by using the pink pens I can clearly see that this is a peer assessed piece of work and students can then respond to their feedback in purple.
To support this, I have created laminated sheets for each table to remind students of how to peer assess a piece of work. Using the acronym R.E.D, we discuss that students should make sure the feedback is relevant to the work, where possible they are asked to give an example and most importantly make sure their feedback is detailed so the students whose work is being peer assessed can clearly see what they need to do to improve.
Teacher of Technology and Art
We all love a coloured pen whether it is red, green or purple but this year I have introduced the pink pen during my lessons when students are peer-assessing each others work.
After asking repeatedly and writing it on the board, I still have students forgetting to say when they are peer assessing work and it isn’t always easy to tell what is wrote by the student who is peer-assessing and what is being wrote by the student who is completing the DIRT.
However, by using the pink pens I can clearly see that this is a peer assessed piece of work and students can then respond to their feedback in purple.
To support this, I have created laminated sheets for each table to remind students of how to peer assess a piece of work. Using the acronym R.E.D, we discuss that students should make sure the feedback is relevant to the work, where possible they are asked to give an example and most importantly make sure their feedback is detailed so the students whose work is being peer assessed can clearly see what they need to do to improve.
Before students start to Peer Assess each others
work we discuss as a class what they could comment on to give feedback and I
write it down on the white board or on the PowerPoint as a reminder. This is to
avoid comments like “That is good. I like it”.
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In this image you can see key areas listed that
students need to comment on when peer assessing work alongside a reminder of
the acronym R.E.D
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In this image you can see an example of how year
7 have peer assessed work using R.E.D and Pink Pens
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