Amanda Mitchell

Primary Teacher

Noble Primary School

  • Cooperative Learning

What effect does peer-assessment checkpoints have on pupils’ learning?

Rationale

Assessment is about making judgements on the quality of pupils’ performance (Knight, 2006). Assessment is for Learning takes place while learning is still in progress in order to enhance learning. When pupils’ peer assess (provide feedback on another peer’s work using particular assessment criteria) as a regular part of classroom activity they practice and develop:

  • Communication skills.
  • Critical thinking skills.
  • Their ability to self-reflect.

These are important skills for children for life and learning. Bryce (2014) discusses strategies to improve formative assessment. Bryce says that using frequent, brief but meaningful feedback is more effective than summative assessment that may be more detailed, but it is not as relevant to the pupil as it concerns work that is less fresh in their mind.

Further to this, Building the Curriculum 5 states that “active involvement of children and young people in assessment is essential to ensure they have a well-developed sense of ownership of their learning and help one another.”

Aims

The aim of this enquiry is to investigate the effect of peer assessment in pupils’ learning using the strategy ‘checkpoints’ within the primary classroom.

Download Practitioner Enquiry