Peer assessment to enhance primary school pupils’ oral competencies. The peer best designed feedback
(2019) EARLI - European Association for Research on Learning and Instruction — Location: Aachen (12.August.2019)
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- Abstract
- Research shows (Colognesi & Dolz, 2017; Nolin, 2015 ; Sénéchal & Chartrand, 2011) that teachers feel ill prepared for teaching and evaluating oral competences. They require guidance (de Pietro, Fisher & Gagnon, 2017). Works on assessment for learning (Earl, 2003) suggest that pupils can be included in the evaluation process to enhance learning. It is unclear however which form of peer-evaluation is most efficient. This study examines two conditions of peer-evaluation: pupils negotiating their feedback in smaller sub groups (1) and pupilsindividually elaborating their feedback for the others (2).Two classes of 10-12 year olds (42 pupils) from one school over a period of 16 lessons of 50 minutes each took part in the research. Results show that the oral competence improved in both classesand that in the class where feedback was negotiated had the strongest progress.
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Citations
Colognesi, S., Vassart, C., Blondeau, B., & Coertjens, L. (2019). Peer assessment to enhance primary school pupils’ oral competencies. The peer best designed feedback. EARLI - European Association for Research on Learning and Instruction, Aachen. https://hdl.handle.net/2078.5/92525