Building the Curriculum 3 states that ‘assessment should be designed in ways that reflect the way different learners progress to motivate and encourage their learning’ (Education Scotland, 2008). In addition, the Scottish Government (2005) states that effective feedback has a positive impact on pupils learning and attainment. However, it can be argued that the impact of assessment may not always be positive. In consideration of these contrasting views the aim of this study is to investigate the impact peer-assessment has on pupils’ quality of work during Taught Writing lessons.
Bartlett (2015) and Gardner (2012) state that through peer assessment, children become more autonomous as they are more independent by creating their own next steps in their learning which therefore motivates and encourages them to achieve. For my research I decided to focus on the core writing targets set out by my school as the focus of my peer assessment checklists. I decided to choose this area to research as I feel pupils are not confident giving or receiving feedback from their peers and in turn are not able to use this to improve their work. I feel the children struggle to find the positives and negatives of their own work and others and therefore the feedback is not encouraging. This research should develop pupil’s confidence in giving and receiving constructive feedback, encourage them to complete their Taught Writing to a high standard and be able to identify next steps in their learning in order to reach their full potential.
The aim of this enquiry was to investigate if peer assessment checklists would help improve the quality of pupils work during Taught Writing lessons.