Carousel Feedback in Peer Assessment

As part of our whole school plan to improve T&L we run Effective Learning Teams (ELTs), run by staff – for staff. This half term we have been focusing on the purpose, benefits and techniques of feedback. Each individual completed a learning trials testing out each of the techniques identified as good practice.






My favourite- carousel feedback

After lots of prep work and taught lessons, my Y10 group were given an task to complete a presentation or leaflet about lifestyle factors that can affect your performance. This prior learning and ‘completed’ work was brought to the lesson.

The tables were set out in long lines of 4 and students were asked to place their work down and sit in one of the other lines at somebody else’s work. Also on the desk was a feedback critique sheet.


The students then followed a staged critiquing process, building depth at each stage.
The first section of the sheet started simply by asking was the success criterias of how the document was set out and the minimum requirement of 4 lifestyle factors met.

Once this had been completed the students moved along to the next piece of work and completed the next part of the critique.

The final part of the critique focused on the quality of what was written within the work and judged against the solo criteria for that specific learning verb. Each lifestyle factor was given its own grading depending on the level of description. I fund at this point that students also pointed out things that other students had missed during their critiquing time on that specific piece of work.



At this point the students had seen 4 pieces of work other than their own. This in itself created ideas for how to develop their own piece as well allowing them to understand how their own work had been critiqued by their peers.

At this point in the lesson. Students returned to their own piece of work. They were given 5 minutes reflection time to digest the feedback given and to write their own plan for improvement.

The student then used this feedback to immediately go back to their work and make the suggested improvements, following their own plan of action.


Using carousel feedback, either in teams or as individuals is a great way for students to see the work of others, compare themselves and their work (who wouldn’t!?), generate new ideas, find out how to improve…and all this before the teacher marks it!!!

Most importantly the students were engaged and enjoyed the process – finding it less intrusive or embarrassing (as some had described gallery and in depth critique). They liked the way it got progressively harder, and suggested they would have found it difficult without the feedback writing frame and examples on it.

Give it a go!!!!


Dance to Success

Dance lends itself to in depth analysis, create / review / re-do. By the is more to just watching the dances of others. Self assessment can be very powerful in influencing progress in dance choreography and performance skills.

Year 8 students have been completing a programme of work based around the film Grease. The group within this post were a low ability group, some with poor movement and coordination.

The connect activity involved brainstorming words that linked to the video of the track grease lightening.

We then looked at learning a chorus routine. The movement base was teacher led and students were asked to replicate movements. After a number of practice runs the group were videoed as a class.

This video then formed the basis for personal and group feedback. As a class we analysed the video spotting ares of strength and weakness using coach my video.


Students then used photo babble to give personal feedback to peers. Each student had to give verbal feedback on the app to their partner to go away and improve upon from the aspects discussed as a group. Students were then given the opportunity to improve their work.

Time for SOLO
Using solo criteria students were asked to grade themselves using solo criteria.


Students who graded themselves as relational or above we’re allocated the role of support mentor to those who had graded themselves pre / uni or multistructural.

Prestructural and Unistructural students were given a video to follow showing the perfect model of the linked movements and given time to practice


When they felt confident in the movements they moved onto station 2 – multistructural where they had a support mentor to help them apply the movements to the correct timing and refine any small aesthetic points ( e.g. Tension of limbs / performance features).

At the end of the independent study time we videoed the class again and went through the whole analysis process again.



After watching the video and listening to the second analysis feedback students were then asked to record which solo level they were now working at.

From this point it’s creative freestyle and the process starts again # lovefeedback #loveprogress

Socrative sets the standard for Solo Stations

For those of you looking for an engaging app… Socrative is your answer. It can be accessed on iPads or via the Internet on computers, and allows students to take part in interactive questioning; with instant feedback for both them and you. This is the icon you are looking for


On this occasion I used socrative as a starter and evaluation tool to assess which solo station students should start at within the lesson. As part of my planning I had pre set a multiple choice quiz, reflective of a unistructural level, asking about indifferent methods of training. Students logged into my ‘room’ and began to answer the questions at teacher led pace – each time I received feedback that all students had answered.

Here is a preview of the Socrative home screen that displays all the possible set-ups you can run.


At the end of the starter I had a clear picture of what methods of training students had understood in from the practical lessons proceeding this lesson.


This is where our solo station journey began…
All students who had got all the questions correct started the lesson at station 2. .

Those students who had not answered all the questions correctly started the journey at station 1. This was set up as a teach station where students could revisit the specific area of training methods where their mistake had been.
On this table there were a range of sources available to suit a range of student learning styles.
* textbooks for those who wished to read information on specific training methods.
* sheets with pictures and QR codes linked to videos that could be viewed using the ipad.
* teacher input / teaching.

When they felt comfortable that their understanding in this area had improved they went back to the starter activity – this time answering the question at their own pace (a setting within the app). Only one student had to revisit station 1 twice before moving on to station 2.

At station 2 Activities and questions were pitched at a multistructural level and contained practice exam questions using the verb describe.

At station 2 their was a self assessment sheet linked to the exam questions that consolidated the learning at this station.

Station 3 allowed students to progress to relational thinking, where the ideas and knowledge generated at both the uni and multistructural stations had to be related to a specific sport.


This writing frame allowed thinking to develop, while acting as a stepping stone for an extended writing piece linked to a BTEC Sport assignment meeting assessment objective P2 in Module 1

‘Describe 3 different fitness training methods used to achieve excellence in a selected sport’

The plenary for the lesson once again used socrative as an exit ticket was set up and all students must complete this task before leaving the room.

The solo stations allowed students to build and expand their knowledge at their own pace, feeling success and progression as they moved through the stations and the different activities. I feel the set up of these stations encouraged students to be independent, and in someways resilient (especially those who started at station 1) and also resulted in more work being completed.

Get the fat controller out and get Thomas the tank and friends flying from station to station!! Whoo whoo!!!