READY Teacher's Guide-April 2026 - Flipbook - Page 16
effective. Teachers should first model what constructive feedback looks like, including examples of
unhelpful or unkind comments so that can be prevented. With sufficient guidance, and resources
such as a mark scheme or success criteria, students are better placed (Jones,2025). Therefore, peer
assessment should be used judiciously and in contexts where it can genuinely promote learning.
Within Ready, structured opportunities are provided for teachers to implement peer assessment in a
systematic and purposeful manner. When applied effectively, peer assessment has been shown to
enhance the quality of students’ work and to promote the development of self-confidence.
Furthermore, it facilitates learning by enabling students to identify and reflect on their peers’ errors,
as well as to exchange ideas and skills (Race, 1998). For this reason, clearly defined assessment
criteria have been developed to guide students in evaluating their peers’ work in a consistent,
constructive, and supportive manner.
Checklists for Peer Assessment can be found on page 280 in the Workbook.
d. End of Unit Self-Assessment
Reflecting on the learning process and assessing progress is a valuable skill for learners of all ages.
Involving pupils in the assessment process allows them to be accountable for and express how they
see their own learning, strengths, and weaknesses. This enables the teacher to understand the
pupil’s learning process from his or her perspective. As Susan Wortham, an expert on early
childhood and elementary education states, “By the time the child is in the primary grades, selfassessment improves. They can evaluate their progress and have a voice in how they can best
succeed in mastering learning objectives. Assessment is not just administered to students but
accomplished with active participation by the student.” (Wortham and Hardin 2001).
The self-assessment activity should be completed at the end of each unit. The teacher should read
the items together with the class to make sure they understand what is written. Pupils must be
encouraged to answer honestly and be reassured that the information will help make teaching and
learning more effective. It is not a test and will not be graded. Note that the self-assessments are
divided into the four language skills, giving both pupils and teachers a clearer understanding of how
each individual is improving from unit to unit.
e. Teacher Assessment
Once pupils have completed the self-assessment page, it should be collected and reviewed to detect
any significant issues. The teacher then fills in his/her assessment of each pupil on each of the items
and adds comments.
Finally, READY provides teachers with a tool for recording pupils’ progress with their learning
objectives. For each unit, a rubric is offered, including the can-do objectives covered in the unit. The
teacher should carefully record the pupils’ abilities and take note of how each pupil develops from
unit to unit.
Unit Assessment Rubrics are provided in the Assessment Tools Appendix III a.
Using the teacher’s observations from classroom work and reflection activities, the Self-Assessment
Activity, the Performance Task Rubrics, and the Unit Assessment Rubrics, the teacher has a clear
picture of a pupil’s development in the language. Assessments from previous units should be
compared, paying attention to any discrepancies, or noting improvements. All these assessment
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