Research suggests that, ‘learning is enhanced when students have contributed to their marking criteria’ (university of reading, online). It is also believed that “more opportunities are needed for peer and self-assessment” within the classroom (Scottish Executive, 2006:10). Furthermore, Building the Curriculum 5 (2011) states that peer assessment increases learner responsibilities and involvement.
Through professional dialogue with colleagues it was agreed peer assessment can be difficult for some learners as they struggle to understand what is expected of them when assessing peers work. As a probationer teacher peer assessment has become an area of relevance as I recognise children struggle to give effective feedback to peers that could inform their next steps. Through reflection I decided to take this opportunity to enhance effective peer assessment in hope it will improve young people’s standard of work.
The aim of this enquiry was to find out if children’s standard of work will improve when they are given regular goals set by a peer supporter.