Kirstin Wakefield


Coatbridge High School

  • Assessment For Learning

What happens when we provide pupils with a peer assessment checklist?


Within the classroom pupils are often too critical or to kind (Orsmond et al. 1996) to one another, pupils should be learning skills for life, these include self-evaluation, acknowledgment of constructive criticism and ensuring equality of others. This enquiry is based on pupils building on feedback from both inside and outside of their friendship circles in the hope they can improve the type of feedback they give to peers in order to improve pupils’ class question and answers through the use of literacy and social skills. This enquiry will be used to determine if pupils are more receptive of their peers’ feedback rather than their teachers (Weedon, 2005) by using personalised success criteria for the student.  Dylan Williams (2016) stated “ we’ve discovered is that formative peer-assessment, where students are helping each other improve their work, has benefits for the person that receives feedback but also has benefits for the person who gives the feedback”.


Sadler (1989) advised pupils should be given the help to know how to close the gap between their current attainments and where they want to be. The first aim of this research is to investigate whither pupils can engage in peer feedback effectively in order to improve social skills with one another and take on board peer feedback in order to improve the quality of their classroom questions and answers. The second aim is to explore the need for formative assessment within the classroom to engage pupils socially.

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