Competences

a. Evaluate the potential impact of self and peer assessment on learners’ ability to take responsibility for their own learning;
b. Create a safe environment in the classroom in which learners can be honest about their own performance without the fear that they will expose information which can be used against them;
c. Create a learning environment that incorporates peer learning and collaboration in a range of ways by encouraging openness about learning and setting expectations about group work;
d. Create activities that are in line with the learners’ capabilities in learning-how-to-learn such as case studies, problem-based activities, learners’ interviews and role-plays.
e. Negotiate the success criteria for self and peer assessment with the learners;
f. Create a plan of action of how learners can work with self and peer assessment.
g. Use time more effectively by planning better, establishing routines that eliminate wasted time and creating a classroom environment that allows learners to move smoothly from one activity to the
next

Knowledge

a. Define the active role of self and peer assessment in the learning process;
b. Describe how self and peer assessment can enhance higher order learning;
c. Identify how self and peer assessment can enable learners to be more focused and motivated in their work, improve their self-esteem and create a positive learning culture.

Skills

a. Distinguish between self and peer assessment by providing the characteristics that illustrate these strategies;
b. Demonstrate the necessary steps to introduce self and peer assessment in the classroom such as acting as a role model, and explaining and demonstrating how to give constructive feedback (detailed comments, objective focus, etc.) both verbally and through marking;
c. Prepare lessons that include self and peer assessment;
d. Demonstrate the promotion of deeper approaches to learning by implementing project-based learning, collaboration, communication, creative thinking, and provide continuous quality feedback.