Formative assessments are used to support learning in the classroom (The Scottish Government, 2011) and the biggest impact on the outcomes of pupils is likely to come from formative assessment (William, 2011). This shows how important it is that the feedback children receive is constructive and positive as it is proven to impact on the work they produce. In particular, peer assessment is of exceptional worth to the pupils as they are likely to accept critique from their peers that they would not take on board if given by a teacher (Black, 2004). Peer assessment allows learners to assess the work produced by learners who are of an equal-status to themselves (Topping, 2009).
As a group, teaching children at various stages across the school and with differing backgrounds, we decided that peer assessment is something that can be applied to each of our classes. Peer assessment can be beneficial to children at all stages of their education. By focusing on a strategy of peer assessment, we were all able to use different techniques which were suitable to the learners in our classrooms.
The aims of this enquiry were to assess whether the introduction of checklists, two stars and a wish and think for pink and green for growth in the classroom, affected the quality of feedback children gave to their peers and to identify whether children used their feedback to improve the quality of their work.