When asking pupils to provide each other with feedback it has been of a poor quality. Most pupils either do not have the confidence to present feedback to their peers or simply do not have the confidence in their knowledge and understanding of the subject to provide feedback. Quality feedback can enhance learning, it is therefore essential that pupils can provide this to their peers on top of the feedback provided from the class teacher (Nicol, & Macfarlane‐Dick, 2006).
This practitioner enquiry aims to explore the impact of providing a class with a set assessment criteria for pupil feedback. If the class are provided with a focus when observing and giving their peers feedback, there should be a positive impact on the quality of feedback generated, to enhance pupils’ learning experiences.