Cremin and Arthur (2014) and McMillan (2013) agree peer-assessment is the best way for pupils to learn from each other and take responsibility for their learning. Furthermore Hattie and Timperley (2007) and the Scottish Government (2005) state that effective feedback has a positive impact on pupils learning and attainment. However, this impact may not always be positive. Taking these contrasting views into consideration, the aim of this research is to investigate what effect peer-assessment has on pupils’ quality of work during literacy tasks.
There are several ways that feedback can be made effective. Various sources (Hattie, 2012; Scottish Government, 2005; Scottish Government, 2011; Clarke, 2003) agree feedback is most effective is when it is linked explicitly to the learning intention and success criteria of the task. This information steered the focus of the research towards using specific success criteria checklists as a way of measuring the impact on pupils’ quality of work. I decided to choose this area to research as I feel pupils are not confident giving or receiving feedback from their peers and in turn are not able to use this to improve their work. This research should make pupils more motivated to complete their work to a high standard, be more open to giving constructive feedback and identify next steps to achieve their full potential.
The aim of this enquiry was to investigate if a specific peer-assessment checklist would help improve the quality of pupils work in literacy tasks.