Over the years, the objectives of assessment have progressed, and whilst formative assessment is not a relatively new format, according to research (Black & William, 1998) it has become a more valuable and efficacious means of improving student learning. The curriculum for excellence (CfE) recognises the crucial role formative assessment can play on pupils’ achievements (Scottish Government, 2011). Peer assessment, if used correctly, can enhance, and improve pupils involvement in their approach and understanding. It can improve communication skills, critical thinking skills and improve the pupil’s ability to self-reflect. Bryce (2014) suggests providing detailed feedback frequently is more effective than summative assessment as it is instant and more meaningful to the pupil because the task is still fresh in their mind, whereas summative assessment isn’t as relevant as it’s not done instantly.
One form of peer assessment is the two stars and a wish method. This involves a peer finding two positives and one thing that could be improved. John Hattie’s (2012) meta-analysis on feedback states Vygotsky’s (1978) research that social interactions plays a primary function in the approach to effective teaching which is directly connected to peer-assessment (Bennett 2011). When this procedure is applied in a formative manner it helps pupils help each other recognise their good and not so good points (Topping 2009). I believe by introducing this method into my classroom, pupils will become reflective and positive contributors within their own learning.
The aims of this enquiry were to explore children’s ability to provide meaningful feedback and to identify whether children use their feedback to improve their work.