Assessment is for Learning (AiFL) and specifically peer assessment is said to have a positive impact on the learning of pupils and encourage a sense of responsibility within their own learning (Bartlett, 2015) (Scottish Executive, 2005). Children that receive regular, high quality feedback are encouraged and confident to take responsibility over their own learning, making teaching and learning highly effective (Black and William, 1998). The Scottish Government are keen for more opportunities to be introduced to allow children to participate in self and peer assessment (Scottish Executive, 2006).
It has been made clear to me that peer assessment is difficult for children to understand and implement effectively. I noticed a particular difficulty in my class relating to the types of comments children use when giving peer assessment. I put this down to them not fully understanding what the next steps should be. Effective feedback should be clear, concise, and focus on next steps according to Education Scotland (2019). This practitioner enquiry is giving both the children and I the opportunity to explore effective peer feedback in the hopes to improve teaching and learning in my classroom. I hope this research will motivate learners to take responsibility of their own learning and be able to identify next steps for their peer supporter.
The aim of this enquiry was to investigate if the implementation of peer supporters to improve the quality of peer assessment; will, in turn, enhance the quality of pupils’ work in literacy tasks.