There exists a vast bank of research documenting the virtues of formative assessment in helping to improve learning and teaching. One of the key successes reported is children being learning resources for one another i.e. Peer-assessment (Black & William, 1998b; Leahy, Lyon, Thompson & William, 2005). As documented by Leahy et al. (2005) children are identified as being better ‘spotters’ of mistakes in their peer’s work than in their own. The authors go on to explain the benefits to the ‘spotters’ as well as those who have received the feedback in becoming more aware of the gaps that exist in their learning (Leahy et al. 2005). Peer assessment methods are helpful assessment strategies as identified in Building the Curriculum 5. Bryce (2013) and Hargreaves et al (2014), agree when pupils are given a central role in learning and are trained in peer assessment they gain opportunities to have more discussion/evaluation of efforts leading to increased understandings as children use similar language. However, can children provide each other with meaningful feedback without a set assessment criteria?
The aim of this study is to explore peer assessment checklists in terms of the effect on core target errors during taught writing. This enquiry will examine the effect of peer assessment checklists on the number of core target errors. The effect of pupil feedback will be measured through a peer assessment checklist. This enquiry will examine if pupils are able to provide worthwhile, quality feedback to one another and if this feedback assists them, to make improvements to their future learning.
‘Quality feedback’ in terms of this investigation, illustrates pupils understanding of the learning intention and achievement of the relevant success criteria.