The Curriculum for Excellence (CfE) outlines the importance of formative assessment to support and improve learning. Assessment should be subjected to careful evaluation in order to review learning and identify ways to improve (Scottish Government, 2010). Formative assessment enables pupils to reflect on their learning and respond to this by understanding how to improve. This can take the form of teacher, self or peer assessment. Currently I implement various assessment strategies in line with school policy. This consists of a daily rotation of teacher, self and peer assessment (TSP cycle). My practitioner enquiry focussed specifically on peer-assessment in literacy (reading) using a green (praise) and red (next step) comment. I chose this line of enquiry as I wished to further develop the knowledge and skills involved in peer assessment. Through peer assessment children can take ownership of learning and set next steps. Peer-assessment involves pupils making judgements about their work against the set success criteria. Sadler (1989) views formative feedback to consist of three essential components: the desired goal, evidence about current position and an understanding of how to close the gap between the two. This formed an integral aspect of the enquiry.
Through the enquiry, the intention was to explore the impact peer assessment had in the classroom: specifically through exploring whether or not children could peer assess effectively by providing meaningful feedback using a praise comment and a next steps comment, linked to success criteria. The enquiry then went on to look at whether or not children then used the feedback given by their peer to make improvements to their own work.