The use of self, peer and teacher feedback and evaluation is advocated throughout schools in Scotland, and throughout Scottish Government literature (Building the Curriculum 5, 2011).
Self-evaluation allows the children to reflect on their own work and scrutinise their work in line with the learning intention and success criteria set out at the beginning of a lesson. They are able to see what they did well, and what their next steps may be.
Teacher feedback is given in order for children to be aware of what they are doing well in relation to the learning intention of a specific lesson, and what they need to do in order for their work to get to a higher level or the level they should be aiming for. Hattie and Timperley (2007) advocate that immediate, task specific feedback for children is how they will further their learning.
Out of the three types of feedback, peer marking, or peer evaluation is often the one which is most difficult to monitor. Children often dismiss the success criteria and learning intention if they are marking a friend’s jotter and look to compliment them on anything they can, even if it is irrelevant to the task, or in fact just not true. This inquiry has been carried out with this in mind. Giving the children a specific success criteria checklist should ensure they keep to marking what is in front of them, and are able to justify their choice of achieving/not achieving rather than choosing to appease their peers.
This inquiry will aim to investigate if success criteria specific checklists help to improve the quality of feedback given between peers.