Over a four week period research was carried out to investigate the impact of using peer assessment checklists as a form of assessment. Hattie and Timperley (2007) state that feedback from assessments can have a major impact on achievement and learning. Unfortunately at times this impact may not always be positive. Therefore, it is crucial that research is carried out to ensure that feedback given to children is used in a positive and constructive way at all times.
As suggested by Shute (2008) there are various ways in which feedback can be meaningful. His guidelines were considered during this study to ensure that feedback was specific and clear. In addition to this, feedback should also be focused on the task set out instead of on the learner. As a practitioner it is vital that we reflect on how we teach children and how we guide children in assessing their own learning. As stated by Clements (2015) reflection is an integral part of the learning process. It allows us to learn more about ourselves and how we support children to improve academic skills.
The aim of this enquiry was to investigate if peer assessment checklists help to improve the quality of feedback that pupils give to their peers.