This is very much more than pupils marking their own or another pupil's work, although that is an important ingredient. The pupils should be actively engaged in discussing the differences between their work and the mark scheme or an exemplar piece of work. Listen to the pupils: if they are arguing about whether a sentence qualifies for a Level 4 or a Level 5, and they use phrases like 'but that is an explanation not a description', then you know that they are truly learning from the experience.
One example of a suitable Key Stage 3 task is a level-assessed task (LAT) in which a level-ladder is supplied, stating what is expected for each National Curriculum level. At GCSE, some exemplar coursework at different grades could be provided and pupils discuss which one is the closest match to their own work.
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