A critical reflection on the role of success criteria in peer assessment to facilitate pupil learning and performance

Ahmed, Maarya (2018) A critical reflection on the role of success criteria in peer assessment to facilitate pupil learning and performance. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 20-29.

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Abstract

According to research, peer assessments in education can significantly contribute to the learning experience of pupils through establishing motivation, confidence and essentially dynamic higher order learning skills. This inquiry specifically focused on exploring the role of success criteria within peer assessment as an effective learning tool for pupils. The research comprised of a group of 30, year 7 science pupils from an Ofsted rated “outstanding” school. Research findings support the use of success criteria as an effective learning tool, so long as it is used correctly. It suggests that the efficacy of success criteria is dependent on its transparency, rigidity and explicitness. The findings from the study reveal that pupils are more likely to connect with their cognitive and intellectual processes to reach suitable judgements in the absence of rigid, explicit success criteria – and that the use of broader guidelines is more appropriate, to enhance and guide the learning of pupils.

Item Type:	Article
Journal / Publication Title:	The STeP Journal: Student Teacher Perspectives
Publisher:	University of Cumbria
ISSN:	2517-5009
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Additional Information:	Maarya Ahmed, University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	19 Jul 2018 14:02
Last Modified:	12 Jan 2024 20:16
URI:	https://insight.cumbria.ac.uk/id/eprint/4007

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