The Importance Of Peer Assessment

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This essay is discussing how Peer-assessment can affect the progression and confidence of pupils in their art classes. I will examine what researchers have said in their findings and compare it with my own personal experience with my Year 7 Class. Over the course of several weeks I have been using Peer-assessment in my classes to engage pupils and as their teacher to evaluate and relate to their understanding and progression in my classes for their own art work and professionals art practice. The development of Assessment for learning (AFL) within a classroom setting is based on the assessment of a student’s work and understanding of the subject. These assessments are based on where the students can assess themselves whilst allowing information …show more content…

The pupils were asked to have a structured sentence in each box for. For all the pupils to understand how they should construct their sentences I made sentence starters and had key terms on the PowerPoint (appendix 2) to get pupils started and to remind them of the terminology they should use to produce a constructive response to the work in the lesson. This might also be seen as a form of scaffolding which I believe is needed when they are in KS3. As a teacher you support the benefits of peer learning and peer assessment (Bound et al., 2001; Falchikov, 2005) Ideas of staging or known as expert scaffolding (Vygotsky, 1978) are to help develop pupils understanding and expertise and relate it to their learning. Modelling and scaffolding are a few of many examples of peer tutoring. Through this practice pupils play an important role in developing skills for assessing work but also practical ways of problem solving (Havnes et al., 2008). Peer assessment can take the form of sustainable preparation for future learning and assessment that has been incorporated in assessment practices at all levels (Bound, …show more content…

What I did find was that they would ask their peers how they achieved their outcome. Assessment tends to emphasize learning rather than the certification and responsibility for assessment shifting to the pupil. Peer reviews and assessment are often included to get the pupils to a goal (Taras, 2002; Topping, 2003). Through Peer-assessment the pupils ' role has changed from being a ‘passive recipient’ of knowledge to an ‘active learner ' who will take personal responsibility for their own learning '(P. J. Black, 2003, p. 97). Not all pupils will feel comfortable in verbally expressing their concepts, this may be due to the lack of confidence with artistic terminology or even issues with accepting criticism from their peers. Yorke (2003, p. 488) states that students who work to learning goal outcomes, would recognise failure as a form of formative

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