Assessment for Learning is a significant component embedded into teaching and learning. Assessment allows pupils to engage in the learning, encourages pupils to reflect on both the learning intention and the success criteria for the lesson and be effective in their own learning journey as well as that of their peers. It is thought that when pupils are engaged in these processes they develop confidence in identifying and understanding the process of learning and recognising next steps. Building the Curriculum 5 (2010:19) (BtC5) endorses this view stating that for children to become leaders of learning “They should have regular time to talk about their work and to identify and reflect on the evidence of their progress…”.
For pupils to be effective in the assessment process they must be supported in developing the skills required. As pupils become more confident in the process they will “take more ownership for managing their own learning.” (BtC5) and become reflective and effective contributors of their own and their peer’s learning. Peer-assessment enables pupils to support each other.
The findings of Black, P. & Wiliam, D. (2010) support the need for formative assessment and believe some of the most effective techniques developed are self and peer assessment. They consider the idea that this kind of assessment can result in some type of achievement for pupils.
This practitioner enquiry aimed to:
- investigate the benefits of peer-assessing at checkpoints throughout a lesson.
- evaluate the impact of those responses on pupils’ learning.