My stellar padlet by Miss Dar https://padlet.com/missdarcs/7080ivtuc1en2ddj Made with charm en-us 2022-03-29 12:57:33 UTC 2022-03-29 13:22:53 UTC hello@padlet.com the introduction of a structured approach to peer feedback not only improved pupil perceptions of peer assessment but also had a positive impact on children’s performance and their ability to identify the next steps in their own learning. The use of checklists increased the value of the peer feedback by ensuring that it remained relevant to the success criteria. As the enquiry progressed pupils’ confidence as assessors improved and they were able to accurately identify strengths and areas for development in each other’s work on most occasions. https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119289822 Robert, Secondary

]]> 2022-03-29 13:04:34 UTC https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119289822 Findings - Hayley (Primary) https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119289901 From these results it is clear that the pupils feel more confident at giving peer feedback and are more knowledgeable in knowing what feedback to give their peers to ensure it is effective.  Almost ¾ of the pupils within the class felt by the end of the 4 weeks they were using their peer feedback to form their next steps in learning. This then helped support most of the class to meet all their success criteria. ]]> 2022-03-29 13:04:37 UTC https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119289901 Aidan/Primary apmclaughlin24 https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119290373
Conclusions
 
The aim of this research was to investigate whether or not the implementation of a peer-assessment checklist would impact pupils’ quality of work within literacy. It is difficult to come to concrete conclusions as the research was conducted with a relatively small group of children and over a short space of time. With that being said, the evidence does show that the checklist had a positive impact on the children in this class. The results from the questionnaire show that children became more confident when giving peer feedback and also used feedback more constructively after taking part in this research. A number of children did still require the use of a template/teacher modelling to form their comments, however, there was significant improvement over the 4 weeks. From looking at jotters it was clear that children were making more effort with their work as they knew their peer would be assessing it. Presentation also made a noticeable improvement. Finally, observations highlighted that there was a clear rise in children believing that peer-assessment contributed to their learning and made it purposeful for them. 
]]> 2022-03-29 13:04:51 UTC https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119290373 Conclusions - Hayley (Primary) https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119291454 The evidence collected shows that using a peer assessment checklist has a positive effect on supporting the children to identify their next steps in learning. Children are more confident and able to give effective feedback to their peers to help them improve their future learning. This is due to them having a clear idea and expectations of what is required for them to be successful in their writing task. However, for a small number of pupils they still found providing effective peer feedback challenging. Particularly when their peer had included all targets in their writing. ]]> 2022-03-29 13:05:26 UTC https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119291454 Zahra (Primary) https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119294241 Through the four week period the checklist was modified to suit the piece of writing to ensure it was relevant to each lesson (appendix 4 & 5). As the layout and structure of the feedback was the same children were able to complete the checklist independently. Through speaking to the children involved it was clear children found the checklist easier to use as it gave them a structure to follow.

Over the four weeks, I observed children taking time to thoroughly read through each piece of work they were assessing. They noticed and reflected on the areas of strength and areas of development in each piece of writing. This is a skill children can use throughout the curriculum. The quality of comments increased over the enquiry period as children became more confident in giving and receiving peer feedback. Some children required support identifying next steps as they did not want to be unkind to their peers. During observations it was clear children were more confident in giving peer feedback than receiving it
Through the evidence gathered from the enquiry, it shows children are more confident in giving peer feedback as they are able to identify the next steps in their peers' learning. Children still require support in using their next steps to better their writing. Children are urged to read their comments when they first receive them and before they start their next piece of work. This has allowed them to take more notice of each piece of feedback in their jotter. The introduction of a structured checklist has been successful within the classroom as it gave children a process to follow. 


]]> 2022-03-29 13:06:51 UTC https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119294241 Findings - Ada Secondary missdarcs https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119311665 At the beginning of the enquiry pupils didn't had much experience giving peer feedback and if they do they find it difficult to take in because of the words used. 

After explaining what is constructive critisism and format of providing one pupils have seen the value of peer feedback and could identify ways of taking it in so they could take it futher to improve their learning. 

The class was splited in three groups (4,4,5) where they said they like receiving peer feedback, they dont like receiving peer feedback and they like receiving peer feedback depending from who that feedback is. Gender or their learning skills didnt influence the ratio.

Boys were more often finishing their work when girls were usually nearly finished, but not exactly. When receiving feedback boys were more often using the content of it to bring their learning forward than girls who usually don't use it to improve their learning. Only one pupil says they use it to improve but depending from who the feedback is. 

Pupils were more motivated when being observed during every lesson when checklists were distributed across the class. They were more focused on achieving their success criteria. There was also more understanding towards learning concepts and what to do to achieve them when attempting the tasks.

]]> 2022-03-29 13:15:00 UTC https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119311665 Conclusions - Ada Secondary missdarcs https://padlet.com/missdarcs/7080ivtuc1en2ddj/wish/2119335566 Peer feedback needs to be done in oral way too for pupils who struggle with literacy writing and reading.  Alternatively the hard copy of checklist could be saved in a digital format and text to speech - speech to text technology could be used to support those pupils by helping them putting their feedback for others without use of writting and reading skills.

Pupils with dyslexia needs to have their feedback form on colour paper and printed using dyslexia-friendly font.

Pupils know their weaknesses and they started next lesson trying to clarify this learning criteria so they can get their checklist “checked”. Pupils can also see if they have any gaps in their learning/understanding by seeing the amount of box being ticked on their forms.

Pupils know on what stage of their work they are based on how much of checklist points they have checked so they can take appropriate strategy or change their learning approach to have better learning outcomes.

Seeing the results of their work in form of checked list they can apply growth mindset strategies to improve their learning if they are not feeling they reach their full pontential - in other hand pupils who are happy with their progress and the content of their list is rich - this can be good factor to increase their self-esteem and confidence.


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