During this enquiry we wish to look for the different effects that ‘peer-assessment’ has on the progression of a child’s learning.
Peer-assessment has become a frequently used tool within the classroom environment. It is believed that peer assessment acts as a basis of formal dialect between children that allows them the opportunity to analyse and scrutinise one another’s work. Peer-assessment exists as a derivative of a wider society of assessments including: ‘self-assessment’ and ‘teacher assessment’.
Self-assessment provides the learner with an opportunity to critique their own work on a personal intimate level of refection. Whereas ‘teacher-assessment’ allows for the more traditional method of assessment to take place, where the teacher fulfils the role as the main source of scrutiny over the work and provides feedback through either a written or oral format. Through group discussion we have decided that peer-assessment offers a unique platform of assessment as it involves both the individual learner as well as the learners around them. It offers a more incorporating and engaging form of assessment that allows learners to engage and learn from one another’s insights into learning and grow and improve through this feedback.
This enquiry will look at the way comments from formative assessment can effect a learner’s ability to view their own work as well as the work of their peers, and investigate the impact that this form of formative assessment can have.
- The aim of this enquiry is to establish an overview of the; effects, benefits and consequences of deploying ‘peer assessment’ checklist within lessons.
- Distinguish what children find valuable in their work.
- Discover what children believe is regarded as ‘fair’ and ‘unfair’ assessment.