Peer-Assessment and Marking

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During my phase 1B practice, I used one star and a wish as a form of peer-assessment. After writing their own poem, they swapped work with a partner to peer-assess. This required a lot of modelling as they were only in Y2 and were unfamiliar with how to do this effectively. After modelling, they were able to produce peer-assessment similarly to the one above. I consider peer assessment as a vital tool as it encourages learners to work collaboratively and from one and other. Nevertheless, it is also important that the class teacher also assess the child’s work as although peer-assessment has proven to be effective with ME, it can often be problematic. Children may often write things that their friend wants to hear, rather than being critical. Consequently, it is important that class teachers provide additional meaningful feedback. I recognise that this can be done orally and in writing, but as this child had had the opportunity to work collaboratively with a partner, I considered written feedback as more beneficial. It is evident with the image that I have provided the child with a strength and an area of improvement. Therefore, I have used the work to challenge the child further. A wide range of assessment strategies is vital.

Teachers’ Standards Links –¬†

TS1 – set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
TS2 – encourage pupils to take a responsible and conscientious attitude to their own work and study.



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