Ashleigh McIntyre

Mathematics

Cardinal Newman High

  • Assessment For Learning

What Happens When Pupils are Given Regular Feedback by a Peer Supporter?

Rationale

Assessment is defined as “activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” Black and William (1998). Assessments are mainly split into two categories: summative and formative. The central theme of formative assessment as stated by Mantz Yorke (2003) is “to contribute to student learning through the provision of information about performance”. Therefore, all feedback given and received by pupils should be used as tool to enhance their learning. In this enquiry, I will discuss and analyse the ways in which Peer Assessment can support the progress of learners using Formative Assessment pedagogical approaches. 

Aims

The aim of this research was to investigate and analyse the effect of implementing Peer Assessment within the mathematics classroom and how this can support the progress of leaners. The enquiry was focused on second year pupils in mathematics and aims to evaluate the impact of Peer Assessment on the pupils’ performance.

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