Formative assessment is highly promoted within Curriculum for Excellence and is an integral part of the teaching process to support and enhance learning (Scottish Government, 2011). Black and William (2001) state that for standards to be raised, it is imperative that formative assessment is at the heart of teaching and learning. They describe formative assessment to be any activity which provides feedback to adapt the teaching and learning process. Peer assessment is one formative assessment strategy to help pupils support and extend their own and others’ learning (Scottish Government, 2011). Peer assessment also helps to build pupils’ confidence and help them take pride in their performance (Wragg, 2001). As a group, we felt it highly beneficial to further develop our knowledge and practice in such a key area of the curriculum so early on in our careers. By following Sadler’s (1989) three elements of effective formative feedback; the desired goal, evidence of their present position and a way to close the gap, we choose the peer assessment strategy of two stars and a wish. Two stars and a wish is a widely used peer assessment strategy. It involves pupils making judgements about their work against set success criteria, being able to clearly see next steps and help take ownership of their learning. I feel by effectively introducing the strategy of two stars and a wish it will help the pupils in my class “become reflective and positive contributors to assessment” (Scottish Government, 2011, pg.19).
The overarching aims of this enquiry were to:
- explore whether pupils use peer assessment comments to progress in their learning
- establish how confident pupils are with peer assessment.