The implementation of Curriculum for Excellence generated a new outlook on assessment. It is hoped by The Scottish Government that these changes will allow for breadth and depth within learning, impacting on children having better skills and knowledge (Scottish Government, 2009). Peer assessment is one form of formative assessment. Education Scotland suggests in Building the Curriculum 5 (2011) that children who can peer assess are able to build on their own confidence and take more ownership for managing their own learning. This year as a probation teacher I have found it challenging to implement effective peer assessment strategies therefore I have fully embraced this opportunity to investigate ways in which this can be done successfully.
Specific pupils in my current P5/4 class lack the confidence and ability to show pride in their own work or lack in the engagement levels needed to fully complete tasks to the best of their ability. From observations, it has become apparent that the children also struggle to give helpful comments when peer assessing. Despite strong evidence supporting the use of peer- assessment, closer inspection of pupil’s comments within jotters has highlighted that comments can often be too kind or lack in learning content. It is hoped that the peer assessment checklists being used in daily literacy tasks will help to enhance both teaching and learning.
The aim of this small scale enquiry was to improve pupil’s ability to give appropriate qualitative feedback to their peers in order to increase pupil achievement. In addition, it was hoped that pupils will become more aware of their own capabilities and the next steps in their learning.