Despite the small scale of our investigations, the results show that overall, an improvement can be seen in children’s learning and performance within literacy tasks as a result of implementing peer assessment into classroom practice. From the findings of these enquiries it can be concluded that the introduction of peer assessment during literacy has had a positive impact on the children’s assessment of each other’s work. As a group we introduced, checklists, pink for think/green for growth and 2 stars and a wish which helped to improve the quality of feedback.
Initially, most of the children found it difficult assessing their peers and couldn’t think of positive comments to write. However, after receiving guidance through teacher modelling and providing children with specific targets, the pupils’ were able to provide constructive feedback to their peers. Children appeared to take more pride in their work and were highly focused within their tasks, as they were aware that their partner would be checking over their work. Children took much more time reading over their work when they were finished, again using the feedback and previous comments to help them.
Overall, the results of the enquiries have been positive. Not only did it meet the aims of the enquiry, it also highlighted a positive shift in attitude towards providing and receiving feedback. This shift in attitude came about as peer assessment is less emotionally charged than self-assessment and children felt that they could be more honest when reflecting on their peers work.