It is said that “more opportunities are needed for peer and self-assessment” within the classroom (Scottish Executive, 2006:10). Researchers suggest that learners ‘make more progress when…involved in assessment” (University of Exeter, online). Furthermore, self, peer and teacher assessment are to be used within schools in Scotland (Building the Curriculum 5, 2011:8).
Taking into account the three different types of feedback, it could be argued that peer- assessment in class is the most difficult to monitor and the most difficult for children to understand how to complete to the correct standards. This was based on my own opinion and through professional dialogue with colleagues. As a probationer teacher, I have been having difficulty implementing effective peer-assessment and thus, took this opportunity to learn more about how I can successfully implement it in the class to enhance both teaching and learning. It is important for the pupil to self-reflect but equally as important for the teacher to self-reflect (Pollard, 2008). Through my own reflections, assessment strategies are something which I want to spend more time researching.
The aim of this enquiry is to find out if the introduction of peer-assessment checklists effected the quality of the feedback children give to their peers.