ABSTRACT
This chapter discusses different elements of the feedback process that are used to support pupil progress, along with self and peer-assessment, focusing on how to develop pupils' skills as assessors of learning. Learning outcomes should summarise the purpose of the lesson and success criteria should dissect these outcomes into a series of achievable 'chunks'. When schools use summative assessments, progress is measured relative to each individual pupil's 'target grade' and pupils are issued with a single performance indicator, each with associated assessment criteria. Reflection is a metacognitive phase in learning and is part of the assessment as learning process. Several research studies have been conducted to examine these effects and, indeed, a study by Ruth Butler demonstrated that if staff provided diagnostic comments and a grade then they may as well have just written the grade and saved time on the cohort of pupils given the grade and comment was the same as those given the grade.
