Peer assessment resources

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

Students describe a functional rule for two spatial patterns.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students predict nets that fold to make a cube, then cut out and fold the nets to check their prediction.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students fold pieces of paper shaped as a rectangle, square, and circle to show fractions.

Students match three dimensional shapes with nets that could be folded to make them.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Students explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Use pictures to identify special features of various fish and make predictions as to likely habitats based on these features. Assessment focus: purpose of adaptation in fish.

Task: Students give oral explanations about how the features of a weta or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Pairs of students play a game with four dice, calculate the probability of winning the game, comment on how to get a more accurate estimate of the probability, and explain whether the game is fair based on their results.

Students predict which 3-dimensional shapes nets will make and then fold nets to identify the shapes.

Students respond to and give directions about a simple path on a map involving right or left turns.

In this practical task, students follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

Students match three dimensional shapes with nets that could be folded to make them.