Austin’s Butterfly reminds us of the transformational power of descriptive feedback and how even young learners can provide effective peer-feedback.
In the BC Curriculum, assessment helps students understand where they are, where they are going, and what they might try next. This aligns closely with the Know–Do–Understand model, where assessment is connected to Big Ideas, Curricular Competencies, and Core Competencies rather than treated as an isolated end-point task focused mainly on content.
Self- and peer-assessment invite students to notice, name, and nurture their learning. BC’s K–12 Student Reporting Policy requires student self-reflection on Core Competencies and student goal setting as part of reporting; it also emphasizes descriptive feedback that identifies strengths and areas for growth. In practice, this means reflection should not be a one-time report-card activity. It should be embedded throughout inquiry, play, discussion, design, writing, problem-solving, and performance tasks.
Research supports this formative approach. Dr. Andrade’s review of student self-assessment argues that self-assessment is most useful when it generates feedback students can use to improve work and deepen learning. A 2022 meta-analysis also found that self-assessment and peer-assessment interventions had meaningful positive effects on academic performance across studies. This suggests that students need clear criteria, accessible language, examples of quality work, time to revise, and opportunities to review and select evidence of growth. Performance Assessment and Portfolio Assessment (digital or analogue) are two approaches that align well in BC contexts.
Below are some resources to support an exploration or self- and peer-assessment including links to some videos and examples from teachers.
View
Dr. Heidi Andrade reflects on self- and peer-assessment. Dr. Andrade shares some of the key components of self- and peer assessment and recognizes the need to teach students how to assess themselves and their peers in order to cultivate a culture of critique:
or listen to Dylan Wiliam review the benefits of self assessment and peer assessment as key components of effective learning, and hear about some of the associated strategies.
Peer assessment from the perspective of students and teachers:
Read
Connecting with Core Competencies: The BC Core Competencies are central to K–12 learning, and students are expected to grow in Communication, Thinking, and Personal and Social competencies through meaningful “doing” across subject areas. Self-assessment is a key component of core competency development. See the BC Ministry resource, Developing and Supporting Student Reflection and Self-assessment and the example shared on TeachBC, the BCTF open resource repository: Core Competencies Self-Assessment K-1
The responsiveclassroom.org offers some suggestions for how we might teach students to self-assess (PDF) effectively as well as some detailed prompts and approaches to engaging students in reflection. See their PDF, Self-assessment and Goal Setting go hand-in-hand.
Examples
References
Andrade HL (2019) A Critical Review of Research on Student Self-Assessment. Front. Educ. 4:87. doi: 10.3389/feduc.2019.00087 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2019.00087/full
