A practitioner study: How do pupil responses to peer assessment and feedback impact on their literacy progression?

Within this action research project, we conducted our own inquiry focused on the use of peer assessment during literacy lessons over a unit of work (half a term) based on non-chronological reports, to understand whether it was a useful strategy to improve the outcomes of children’s literacy development. It became a personal target to see how we could use assessment for learning consistently and effectively, in a way in that would improve pupils’ attainment, progress and outcomes. As children received regular feedback, orally and through peer marking, we wanted them to feel encouraged to respond immediately in order to improve their outcomes. It was also important that we explained how each assessment would be conducted, so we could guide pupils to reflect on the progress they had made throughout the lessons, and their emerging needs for subsequent lessons. Literature Assessment is usually measured against a set of specific learning outcomes or success criteria, related to the