Formative assessment has a huge role to play within Curriculum for Excellence (Scottish Government, 2005) and is advantageous in helping pupils to identify their own strengths and areas of development (Wiliam, 2011). Hattie and Timperley (2007) stated that feedback from assessments can have a substantial impact on achievement and learning in the classroom. It is important that the feedback children receive is constructive by making them aware of positive areas in their work and also provides attainable next steps. Training the children in peer-assessment in other classes across the school has resulted in children being able to give constructive feedback on the success criteria of that particular task.
Particular pupils in my P5/4 class lack confidence, pride in their work or lack the engagement necessary to complete tasks. Vygotsky suggested that children can benefit from working alongside peers ‘more knowledgeable’ in a particular area (McLeod, 2014). This will allow children to assist one another with constructive next steps. Due to this the peers were arranged to ensure that both parties benefited. For example, a pupil who consistently meets their core writing targets but often does not meet their success criteria will be partnered with a pupil who needs to work on meeting their core writing targets though regularly meets their specific success criteria.
The aim of this enquiry is to establish the initial impact a peer-assessment checklist will have on eight children of varying abilities to complete a well-rounded piece of work. It incorporates their ability to do the following; present effectively, meet core writing targets and meet a task specific success criteria.