1. education

Do this right now on the handout!
When you come in…
Take a minute to think about what kind of
colleagues you would like by the end of
the working year (3 adjectives)
Self-assess the types of peer assessment
on the sheet provided
No = likely to hinder learning
Yes = likely to improve learning
? = I am not sure…
NZEALS International
Leadership Conference 2010
Peer Learning:
Developing a Culture of
Collaboration Through the Use of
Peer Assessment for Learning
Angela Thorogood
Educational Consultant/Deputy Principal
Underpinning Hypotheses
• Assessment for Learning can improve
student learning
• Apply best evidence of peer AfL from
the classroom to the boardroom
• Leaders can promote learning and
inquiry with peer AfL
• AfL can be a collaborative endeavour
(Hargreaves, E., 2007)
Peer Assessment OF Learning
• Focused on evaluating the performance of
others
• Grading, marking and evaluating the work
of others
• Hindrances for peers may that some:
1. Prefer praise
2. Lack of skills or content knowledge
3. Are unrealistic or biased
4. Feel ethical or social influences.
Peer Assessment FOR Learning
• Fully integrated within regular teaching
and learning activities
• Allows comparing and analyzing of work
• Helps foster independent learning &
collaboration
1. Peer learning
2. Peer feedback
3. Peer dialogue
Peer Learning
•Greater benefit than working alone
•Observe, collaborate, analyze, and instruct
each other
•Alongside a peer, focusing specifically on
learning during learning
•Bi-directional and reciprocal relationship
Peer Feedback
•Provide guidance on how to improve
•Rich detailed comments
•Informal rather than formal assessing
•Hattie …‘dollops of feedback’
•Supported by a collaborative learning climate
Peer Dialogue
Active discussion which allows peers to:
1.Verbalise thinking in detail
2.Engage in debate
3.Construct arguments
4.Have greater interaction and engagement
than in groups
Leaders who…
• Develop inquiry into practice
• Promote reflection and growth
• Promote learning through professional
learning communities
• Invest in capital development of teachers &
students
• Promote notions of extended professionals
• Combine theory and practice
Educational Leadership Theory
and Peer Assessment for Learning
Leaders could develop greater
engagement, autonomy and learning
by creating opportunities for
teachers to learn, talk, give and
receive feedback from each other.
Thesis Research
This then becomes an action research
cycle for them and each term they identify
small goals to work on as part of their
action research, so they have their goal.
They then plan how they’re going to go
about achieving the goal, which is almost
like their success criteria and then they go
ahead and they put the plan into place.
Leader 1
Research
In addition, they do it with a critical friend
through the action research cycle – so
there is peer assessment going on.
Leader 1
Peer Learning
We had a partner, we paired up with
someone who was either … well for me, I
paired up with someone who was better.
Teacher 2
Peer Learning
One teacher, who had been a lead teacher
in Assessment for Learning (PD),
managed the whole thing and worked
together with me because of our shared
understandings of formative assessment
and what we really wanted to get out of
this.
Leader 1
Peer Feedback
We did a lesson for the appraisal. Your
partner came to that, as well and you went
to your partners. And you were part of their
appraisal and so they were part of yours.
Teacher 2
Peer Feedback
And you had a meeting with the Deputy
Principal because she was the appraiser
who was writing the report but your buddy
was also there talking about what they had
observed in your room.
Teacher 2
Peer Dialogue
We had quality learning groups that we
used to sit down and talk things over with.
And then we used to pair off with partners
and write our goals, our learning intentions
– our own ones and discuss it with our
partner.
Teacher 1
Peer Dialogue
Each term you got together with your
partner and talked about what you had
done to achieve your goal and what your
next one was going to be for next term.
Teacher 2
Hints and Tips
•Peers could scaffold their colleagues
learning (theory & practice)
•Peers could share views, instruct each
other, collaborate on improving practice
•Professional Learning Communities could
be enhanced by rich, detailed feedback
between peers
Hints and Tips
•Peer feedback could be given regularly,
frequent and in ‘dollops’
•Peers’ interactions could be underpinned by
collaborative inquiry into theory & practice
•Peers could share reflections on how to do
it better next time or on what was just learnt
• Go back to the original selfassessment you did at the
beginning…
• Reflect on what you thought
then and what you think now…
• So what have you learnt?
• What are your next steps?
• From today, what could be
followed up on at a later date?
• Thesis available online at
Research-space
• http://researchspace.itss.auckland.ac.nz
Angela Thorogood
M.Ed (Hons.), BA, Dip Tchg
Deputy Principal
Prospect School
76 Rosier Road, Glen Eden, Auckland 0602
Phone: 09 818 5219 Fax: 09 818 4780
Angelat@prospect.school.nz
www.prospect.school.nz