Peer Assessment as a Teaching Strategy Qualitative Research

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Updated: Dec 16th, 2023

The scene for the study to unwrap in

The study in question, i.e., the analysis of the efficacy of peer assessment on the performance of low-ability 7th grade students as the latter develop the reading skills required for a Shakespeare class, is going to occur within a specific setting. The performance of low-ability high school students in a Shakespeare reading class is going to be evaluated after the application of a peer assessment strategy.

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In order to define the changes in the academic performance of low-ability students, it will be necessary to carry out several evaluations. First, the overall assessment of low-ability and high-ability students and their understanding of Shakespeare is going to be carried out prior the research.

Then, the peer assessment itself is going to take place, with the supervision of the instructor and the provision of specific instructions by the latter to the students. Afterwards, the second overall evaluation of low-ability and high-ability students will be conducted in order to define any changes that may have occurred in the course of the research.

For the study results to be as objective as possible, the choice of several student groups can be suggested. Thus, it will be possible to define the common tendency within the specified groups and to locate the average value of the change in low-ability students’ performance.

As far as the low-ability students are concerned, choosing the learners with a particular health issue does not seem reasonable, since it will hinder the objectivity of the results. The research is aimed at identifying the success of application of peer assessment among all types of students with low abilities; therefore, no further specifications concerning the health issues should be made.

It is also imperative that the study should be carried out within the setting of a traditional school with no ability grouping so that the low-ability learners could be provided with enough peer support.

Peer assessment for low-ability students

The study aims at identifying the effects, which the incorporation of a peer assessment intervention and a teaching strategy based on supervising is going to have on low-ability seven grade students. It is expected that the integration of peer assessment techniques will contribute to the overall attainment to the existing standards and the improvement of the overall performance of the students.

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The methods of teaching low-ability students the basic skills, which they will require as learners in order to advance in their academic life, are quite different. Some sources claim that students with low learning abilities require a specific setting and, therefore, must study in a unique environment that allows for meeting these needs.

Other sources claim that low ability learners must advance academically in the traditional setting so that these students could improve their skills and should not be ostracized to the point where they would feel uncomfortable in the process of communicating with other people (Cohen et al. 2011).

Though both sides provide ample evidence to prove their point, the concept of introducing diversity into schools by allowing various types of students within a classroom setting seems the most legitimate way of addressing the needs of young learners (Smith 2011).

The lack of basic reading skills and the concept of the subject in general, which the students display, call for a reconsideration of the teaching strategy. In the course of six lessons, the teacher will scaffold the students through a series of peer assessments, which will help raise the overall performance rates among the learners.

It is assumed that peer assessment will promote learning among the students, therefore, enhancing their enthusiasm. Moreover, the low-ability learners will be able to acquire information from their peers, which must help low-ability learners understand the subject better.

The issue can be witnessed among thirteen low-ability students in the Year 7 English class. With a previous record of studying in a secondary school environment, the students have developed problems understanding the key principles of spelling, punctuation and short sentence structure.

As they enrolled in the school, the students were tested with the help of the Baseline assessment including 80 questions on spelling, a comprehension test and a test on the rules of grammar. The results retrieved in the process allowed for locating the problem and showed that the students needed a major improvement in their spelling skills and the knowledge of grammar rules (average results ranged from 3c to 4a; however, the KS2 results showed a tendency of 4a to 5a).

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In addition, two of the students have language issues, being EAL learners and belonging to an ethnic minority. In three out of five students, SEN is diagnosed, and one student out of five has either ADHD or dyslexia. As far as the school environment is concerned, the institution is represented by an 11–16 mixed comprehensive school within a suburban setting.

1281 students of mostly White British background attend the school. The school gained academy status in 2011, when it was recognized as a specialist art college, and has an intake of approximately 250 students per year. The school is planning to accommodate a six-form college in 2015 for the first time in the history of its development.

The school staff focuses on developing learning and teaching ideas; the staff members have created a workshop and had several in-service training days, in the course of which the teaching staff was provided with updated instructions on teaching strategies and trained appropriately.

Essentially the school lends itself well to the town as one of the leading schools in terms of achievement and attainment; with 80% of students in 2014 achieving five or more GCSE’s including English and Maths. In the English department itself, 88% achieved A-C in English language, and 5 out of those 251 students achieved an A*. In English literature, 82.3% achieved A-C grades, with 9 out a total of 172 obtaining A* also.

The data provided above show that the students in the specified school have a potential and that an efficient strategy may help them in excelling in English literature. It is obvious that students need to receive clearer instructions in order to advance in their English reading class. Peer assessment, in its turn, may become a powerful tool in this attempt at boosting the performance of low-ability learners.

In January 2014, the school scored a ‘Good’ mark in their Ofsted Inspection, and a ‘2’ grading in all findings, as the report says. In order to be ‘Outstanding’ and to improve further, great attention needs to be paid to the quality and consistency of marking and feedback, so that the students are clearer in what they need to do in order to improve their work.

According to the Ofsted report on the survey inspection programme introduced by the organisation, “the manner in which assessment, including the use of precise assessment information, is an integral part of all teaching and learning; as a result teaching is being matched extremely well to the class and to individual students” (Steer 2010, para. 5).

The incorporation of a peer assessment principle into the learning strategies for the low-ability students can be viewed as an efficient solution of the issue in question; however, a more detailed analysis of the peer assessment method will be required so that the students could be motivated for excelling in their academic life.

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Specifically, the necessity to check the students’ understanding of the material, the ability to read fluently, the skill of placing new vocabulary elements into the proper context and the knowledge of the elements of literary analysis, as well as the ability to apply the specified knowledge to a practical task should be tested.

The goals of the research can be achieved by providing students with detailed instructions concerning peer evaluation, a clear and concise set of grading principles, and to develop a flexible teaching strategy, which will help implement the aforementioned peer assessment successfully and provide low-ability learners with the required instructions.

In favour of the peer evaluation approach, one must mention that there is a vast evidence of peer assessment not being used widely enough. The full potential of the specified method of improving students’ understanding of the subject, therefore, has not been explored yet and needs to be researched to a greater degree.

Literature review

Theoretical framework

Though the idea of allowing students, and low achieving ones at that, to check the correctness of the work of their peers might seem lacking in insight, the phenomenon of peer assessment is based on a solid theory. Friedman, Cox and Maher (2007) explain that the phenomenon of peer assessment aligns with the key tenets of the Expectancy Theory and the motivation approach to teaching that the above-mentioned theory suggests.

Among the key problems of peer assessment, the lack of proper knowledge on the subject matter, as well as the major assessment strategies among learners should be named. Indeed, students have a rather vague idea of the merits that academic endeavours must be evaluated on (Falchikov & Goldfinch 2000).

As a result, the teacher must condition the positive impact of peer assessment (Friedman et al. 2007). Friedman et al. specifies that the process will only be efficient if the students have taken the concept of meaningful rating seriously.

The Expectancy Theory states that, for peer assessment to be successful, it is necessary to motivate the students for carrying out the evaluation process. Triggering students’ enthusiasm may be a tricky task, Friedman et al. warn, since, in most cases, students have a negative idea of group projects due to the previous experiences of working in a dysfunctional group (Friedman et al. 2007, p. 581).

In the course of the research, the areas such as new approaches to scaffolding, the benefits of peer reviewing and the possible issues triggered by scaffolding have been covered The specified fields seem to be the most important ones, as they allow for a deeper insight on the learning process. As a result, they enable the instructor to choose the peer assessment approach that helps enhance knowledge and skills acquisition among learners.

Vygotsky and the concept of scaffolding

It should be born in mind that the idea of peer assessment is not new – far from it, the phenomenon was suggested by Vygotsky in his sociocultural theory. In addition to the sociocultural theory and its key postulates, the idea of peer assessment should also be viewed through the tenets of the zone of proximal development theory (Fernández et al., 2001).

According to the zone of proximal development theory, the instruction–response approach towards modelling the learner’s understanding of knowledge and the acquisition of the appropriate skills can be carried out through the provision of “symmetrical” (Fernández et al., 2001, p. 41) interactions between learners.

These relationships, in their turn, facilitate the process of knowledge acquisition, reducing the zone of proximal development to its lowest. The sociocultural theory allows a slightly different perspective on the subject matter. However, the specified theory seems to provide an additional chance for a teacher to solve the problem researched (i.e., the introduction of low-performing students to the works of Shakespeare).

Reading, which used to be considered a “purely individualistic skill” (Reza & Mahmood, 2012, p. 68), in fact, can and must be helped through scaffolding, as it “active participation and interaction of the learners involved in it” (Reza & Mahmood, 2012, p. 69).

Researches show that the incorporation of the scaffolding techniques literally propels the low-achieving group forward, whereas the students that display an overall proficient grasp of the subject progress to a considerably lesser extent. This begs the question whether scaffolding may possibly affect the achievements of more efficient students negatively (Shepard 2000).

Effects of peer assessment

While the concept of peer assessment dates back to Vygotsky’s attempt at conceptualising peer evaluation, it is still a viable strategy mostly due to the revisions that it has undergone over time. The phenomenon of scaffolding has been researched by a variety of theorists; the resulting theory of modern scaffolding suggests that the process of peer assessment improves the students’ performance by affecting their ability to acquire new knowledge and skills in a problem-based learning environment (Simons & Klein, 2006).

Since recently, two key types of peer assessment have been developed. These are strategic and conceptual support, which guide students towards developing a specific set of standards for their peers and themselves, as well as strategies for analyzing and approaching the task in question.

The resulting ability to “develop a strong, evidence based argument to support learners at a specific stage” (Simons & Klein, 2006, p. 45) observed in the specified environment can be viewed as a graphic example of the success of modern scaffolding. The concept of modern scaffolding has been expanded and enriched by Dylan William as well.

According to William, skills evaluation refers to the type of academic activities that can be “undertaken by teachers, and by their students in assessing themselves” (Black &William, 2012, p. 2); moreover, these assessments are crucial for raising standards among the students – particularly, the low-achieving ones (Black &William, 2012, p. 17).

The researcher, therefore, views scaffolding in its traditional sense; as a result, the study may be considered a perfect overview of the concept of scaffolding in general. The approach in question must also incorporate the understanding of the needs of secondary students.

Indeed, it is crucial to realise that the students in question, both low- and high-achieving ones, need to get their priorities straight when it comes to reading. As the existing records show, the perception of the very process of reading varies depending on not only the age and the personalities of the students, but also on their gender. For instance, Brooks et al. (2012) outline that the key reason for male students to underachieve is that they tend to see reading solely as the source of obtaining information (p. 317).

Peer assessment, in its turn, will help students share their vision on what reading is and what goals it pursues. Though Brooks’s study is very specific, it still proves the efficacy of scaffolding as a teaching strategy.

Modern scaffolding is also viewed through the lens of the cognitive perspective (Kollar & Fischer 2009, p. 4). By supervising three key activities that the students engage in, i.e., the task performance, the feedback provision, and the feedback reception, the teacher will be able to control the process of information acquisition among the low-achieving students and, thus, provide the environment, in which performance improvement can be fostered.

The importance of peer assessment is stressed immensely and defined as “highly significant” (Steer 2010, para 4) along with self-assessment by the Ofsted standards, along with the “Assessing Pupils’ Progress” (APP) programme in modern UK schools.

Where theory meets practice

A recent TES report shows (Dunne et al. 2007, p. 76) that scaffolding is also crucial in peer assessment. In fact, researches have shown that scaffolding also enhances learning among teachers, therefore, affecting the quality of the teaching standards in a rather positive way (Kirkland & Dan Sutch 2009, p. 35).

It could be argued strongly that the quality of the teaching process in general and the strategies chosen by teachers in particular shape learners’ attitude towards the subject to a considerable degree. Therefore, it is essential that teachers should be able to motivate students; in other words, it is crucial that the learners should be given an opportunity to develop their skills in a proper environment and under the supervision of professionals, which teacher scaffolding can facilitate.

With regard to adopting the principle of scaffolding to the reading practice among low-achieving students, the effects of scaffolding on reading in particular need further research (Baleghizadeh & Mermar 2010, p. 52). The results of the aforementioned studies seem quite valid, yet some of the research outcomes, including the effects of scaffolding on high achieving students, may be questioned and, therefore, needs further research.

A practical implementation of the scaffolding principles also shows that there is little to no actual difference between instructional scaffolding and formative assessment. Heritage (2010) shows in her research that the descriptive feedback, which students receive after they complete their assignments can be viewed as instructional scaffolding, though, technically, it is identified as descriptive feedback provided by wither teachers or fellow students.

Further evaluation of the scaffolding approaches that are used in specific scenarios, especially the ones that help guide students through the art of Shakespeare, will show that the existing scaffolding guidelines are rather vague and need a certain adjustment when being tailored to a specific task and the needs of specific students.

Modern technologies need to be incorporated for a better implementation of the scaffolding techniques in the classroom environment. Identifying the latter as the online peer-assessment learning (OPAL) settings (Zaragoza & Brigido-Corachan 2011, p. 287), Brigido-Corachan states that the above-mentioned approach encourages students to develop collaborative learning and creative critical thinking skills by creating the environment appropriate for the pragmatic analysis of students’ linguistic behaviour.

When it comes to the implementation of scaffolding techniques, particularly, in terms of allowing students learn about Shakespeare and his works, one must mention that the existing strategies suggest that peer assessment should be used in the course of group reading and retelling (‘AQA Year 11 Literature controlled assessment’ 2014, p. 23).

The existing reports also show that scaffolding as a technique is not an end in itself, and that additional methods must be utilised in order to enhance students’ motivation. For example, a recent report on the effects of using scaffolding in teaching languages has shown that a range of students were not enthusiastic about learning, and the incorporation of the scaffolding techniques did not change the situation much: “Some students could, however, discuss the value of language learning” (Smith 2011, p. 2).

The link between theory and practice can, therefore, be clearly made. Despite having certain limitations and requiring corrections when being applied to a specific setting, the concept of a peer-assessment doubtlessly has an immense effect on the performance and, which is even more important, motivation of underachievers in secondary schools.

Used successfully in reading and writing classes, the phenomenon of scaffolding is most likely to assist low-achieving students in becoming active readers. Apart from helping young learners in developing the skills that are required for successful reading, the method of scaffolding helps students become more engaged into the process and, therefore, start striving for a better performance.

As a result, the students’ score rises increasingly with the incorporation of scaffolding techniques into the curriculum. Which is even more important, the specified approach does not create the premises for more advanced students to be held back – instead, it gives the latter an opportunity for engaging into the process of teaching by providing their fellow students with informed instructions on the issues that need to be corrected (Walqui 2006, p. 161).

The scaffolding approach is bound to have a major effect on the process of Shakespeare’s works understanding as well. Seeing that the material in question is rather complicated, the discussion of the plays with fellow students will contribute to developing a better understanding of the ideas, key concepts and hidden innuendoes that are traditionally identified in Shakespeare’s works (Samana 2013, p. 341).

Ethics, reliability and validity of the studies

Each of the researches that have been incorporated into this literature review has been carried out among study participants with an informed consent having been received prior to the start of the studies. Thus, the basic ethical principles have been recognised and followed closely when carrying out the researches in question.

As some of the research participants were under age when the researches were started, their parents’ permission had been obtained before the researches were carried out. As far as the validity of the studies is concerned, it should be mentioned that each paper was published in a peer-reviewed journal or has been peer-reviewed.

Therefore, the studies used in the literature review can be deemed as reliable. Finally, the fact that most of the researches (except for those that were used to show the progress that has been made in scaffolding over the past few decades) were published in 2000–2014 shows that the papers in question are quite valid as references. The studies in question allowed for understanding the principle of peer-assessment better, as well as define the changes that occurred to scaffolding over the course of teaching methods development.

Limitations

Naturally, the study in question has its limitations, and the sample size is the most obvious one. No matter how accurate the results of the research may be, the fact that a limited amount of participants was chosen for the research shows that it cannot be deemed as entirely undisputable. In addition, the cultural biases should be mentioned.

It would be wrong to claim that all students involved in the research have a similar level of proficiency in English; as they have different backgrounds, they also have different ways of relating to the process of reading in English, not to mention the fact that their reading purposes may differ greatly. As a result, denying the limitations of the research is impossible.

The existing researches show that scaffolding and peer assessment affect the performance of low-achieving students impressively. Over the past few years, a range of studies regarding the effects of peer assessment have emerged, which allows for a comparison between the classic approach and the innovative methods.

By receiving instructions from their peers, low achievers are capable of viewing the issue from a different perspective and, thus, adapt the reading approach that works for them. However, some of the sources point at the threat of the high-achieving students reducing their level of reading and analysis to that of low achievers.

Nevertheless, an overview of the recent studies shows that, with the help of an adequate teaching strategy, an instructor may avoid the specified issue and at the same time facilitate the environment appropriate for successful peer assessment. The approach, which the recent studies have proven to be especially gratifying in a reading class, peer assessment based on scaffolding clearly needs to be adopted for the students that have difficulties understanding Shakespeare’s works.

What needs to be explored

This paper is going to identify the effects that peer assessment has on the students that encounter difficulties when reading the works of Shakespeare. It is essential that the focus should be on the significance of peer assessment on students’ abilities to read Shakespeare’s works efficiently.

In other words, the results of using the peer assessment techniques, including scaffolding, must be applied to the requirements listed in the Shakespeare reading course (i.e., reading the works, retelling them, identifying the characters, the motives, discussing the plot, etc.).

Specifically, not only the students’ ability to read and understand complex words, which Shakespeare used in his works, but also be able to interpret the narration and place the specific vocabulary in context, need to be taken into account when proving the significance of peer assessment.

At this point, the difference between low-achieving and low-ability students must be mentioned. It is important to realize that, though the two concepts are rarely viewed as different, the two concepts, in fact, relate to different visions of the problem.

While “low ability” shows that the students have a restricted amount of abilities to master a specific subject, “low-achieving” puts a stronger emphasis on the academic aspect of the problem and does not allow paying as much attention to the student and their individual characteristics. Since this paper aims at understanding the reasons for students to underachieve as the key to building an efficient strategy for them to succeed, both interpretations of the phenomenon must be incorporated into the study.

It should also be noted that different types of peer assessment are going to be considered in the study in order to determine the peer evaluation type that suits the needs of low-ability students the most. To be more specific, the need to introduce specific criteria, in accordance with which the quality of students’ performance should be evaluated, will be discussed.

In addition, the technique of scaffolding must also be discussed within the concept of peer assessment application. Although the very concept of peer assessment presupposes that the teacher should play the role of a supervisor rather than instructor, it is essential that learners should be provided with detailed instructions on evaluating each other’s skills.

For the learners to be able to assess each other objectively, it is necessary to incorporate a multi-level assessment strategy. The latter, in its turn, should be represented to the students in several steps. Hence the need to scaffold the instructions to the students emerges.

Thus, the research question can be worded in the following manner: What positive and (possibly) negative effects peer assessment has on the performance of low achieving students in a Shakespeare reading class, and what are the means to enhance the positive effects, at the same time avoiding, reducing or eliminating the possible negative consequences through scaffolding the students in the course of the peer assessment by the teacher?

When putting the research question in the specified manner, one will be able to address the four key aspects of the study, i.e., the exploration of the possibilities of peer assessment, the specifics of teaching low-ability students to read, the skills that are required to help students perceive the art of Shakespeare, and the possible after-effects, i.e., the reduction in the quality of high-ability students’ performance.

The latter, though not identified in the list of the research themes, is a nonetheless crucial issue that needs to be addressed in order to avoid future complexities.

Choosing a proper research design

In order to define the effects of peer assessment in the specified group, one will have to base the study on the key principles of a qualitative research design. Indeed, a closer look at the research question will reveal that the key goals of the study concern the evaluation of the effects that the strategy of peer assessment will supposedly have on the participants.

In other words, the relationship between peer assessment and the performance of low-ability students, as well as students with regular abilities (including the possible side effects, such as the reduction of the skills of the students with regular abilities, specifically, their reading skills) is going to be evaluated in the course of the study, which means that a qualitative research design should be used as the basic framework for the study.

It would be wrong to claim that the specified research is not going to contain any quantitative elements whatsoever. As the information provided above shows, for the evaluation of the students’ success, certain numerical characteristics of their skills (i.e., the amount of correct answers, the percentage of mistakes made, etc.) will be required for incorporating into the study.

Hence, it will be crucial that several elements of a quantitative research design should be included into the study. Particularly, the numerical characteristics of the students’ performance, including the average (mean) for the low-ability learners and the standard deviation in the changes of the students’ progress, must be carried out.

Nevertheless, the focus of the study is going to be on the effects, which peer assessment has on learners with low abilities; therefore, the qualitative study design is going to prevail. One could argue that the research design in question should be geared towards the quantitative approach more than to the qualitative one.

At first glance, the suggestion concerning the use of a quantitative design does look legitimate enough. Indeed, in the course of the per assessment, the students will have to measure the success of their peers by using numerical characteristics for their answers to the tests To be more specific, the number of correct answers and mistakes per test will determine the performance of the students.

Moreover, the fact that two tests will have to be compared points at the necessity to carry out an even more complex mathematical analysis, with the definition of the average (mean) of overall progress for each student, as well as defining the standard deviation within the group of students selected for the study. The specified calculations will require a detailed mathematical and statistical analysis, which means that the key elements of a quantitative research design will be incorporated into the research.

In the course of the research, two questionnaires will be administered to the students. First, it will be necessary to defining the students’ level and skills before starting the intervention. The next assessment will be conducted at the end of the research.

In the course of the study, the students will take part in six lessons with six consecutive peer evaluation tasks and detailed instructions received from the teacher. In the course of the first lesson, the students will have to complete a small comprehension task. No peer assessment will be conducted this time.

The second lesson will involve a peer assessment, but will not incorporate any scaffolding yet. The third, the fourth and the fifth lessons will include assignments with peer assessment and the following scaffolding. Finally, the sixth lesson will include a comprehension test without scaffolding or peer assessment.

It should also be born in mind that the research in question will require an extensive overview of the existing records, statistical data, theoretical frameworks, etc., as well as a possible comparative analysis of the information mentioned above will be required in order to provide a full overview of the effects that peer assessment has on low-ability learners.

More importantly, the studies in question and the statistical data will shed some light on the possibilities of peer assessment, defining its role in the overall set of teaching strategies, which an educator may adopt when dealing with low-ability students in a reading class. Cohen, Marion and Morrison (2011) identify the sources in question as “always available, often at low cost, and being factual” (p. 236).

The use of such sources, therefore, will save an impressive amount of time, which, in its turn, may be spent on the study а the students’ responses towards peer assessment practice and the evaluation of the low-ability learners’ scores. Moreover, the possibilities that a qualitative study opens in front of a researcher are truly limitless: “Qualitative data collection is not hidebound to a few named strategies; it is marked by eclecticism and fitness for purpose.

It is not to say that “anything goes” but “use what is appropriate” is sound advice” (Cohen et al. 2011, p. 236). In other words, the qualitative research approach allows for a maximum flexibility in the use of the research tools, the definition of the research strategy, etc. In fact, the very concept of peer assessment defines the research design quite precisely.

As it has been stressed above, the amount of qualitative data, which will be retrieved from peer assessment, is rather insignificant and will be used primarily as a basic proof for the fact of low-ability students’ progress. Speaking of which, one must mention that the utilization of peer assessment as one of the major devices for carrying out the study entails the process that Cohen et al. (2011) defined as “role-playing” (Cohen et al. 2011 p. 512).

Indeed, when assessing their peers’ works, students play the role of supervisors and may see themselves as teachers or instructors. Though the change in the attitude of the learners, which comes with the acceptance of a different role entailing more responsibilities, might seem minor, the integration of role-playing elements may spur the students’ enthusiasm and motivation; as a result, the students will possibly display more engagement and, hence, improve their academic score faster.

As Cohen et al. (2011) explain, “The role-play must be lived at a life-rate (i.e. in that moment), and aim to create a living picture of life, which provides a learning opportunity for the participant as much as for any onlookers, including the researcher” (Cohen et al. 2011, p. 512).

Defining the specific method for the research to be carried out, one must mention a questionnaire as one of the most efficient tools for peer evaluation. Needing a minimum of instructions and incorporating the tasks that are quite easy to understand, a questionnaire is a perfect solution in the given case.

In order to make sure that the students have gained the required knowledge and skills from the reading class, it will be necessary to incorporate several types of questions. To be more specific, multiple-choice answers, polar (“yes–no”) questions, special questions and choice questions must be included into the questionnaire so that the learners could demonstrate their reading abilities fully.

In addition, the options for the answers also need to be considered more closely. For instance, the Likert type of questions seems to be an obvious choice at the first glance, but, on a second thought, the specified type of questions only allows for giving a rather vague answer to the initial question. The elements of a multiple-choice test, on the other hand, will help check whether the student has a decent grasp of the material in a rather precise manner.

Hence, though the need to introduce various types of questions into the questionnaire is obvious, it is also clear that multiple-choice and special questions must prevail. As a result, more detailed and precise data will be obtained in the course of the research.

Reference List

‘AQA Year 11 Literature controlled assessment’ 2014, TES, London, UK.

Black, P &William, D 2012, Inside the black box: raising standards through classroom assessment, Granada Learning, Swindon, UK.

Baleghizadeh, S & Mermar, AT 2010, ‘A sociocultural perspective on second language acquisition: the effect of high-structured scaffolding versus low-structured scaffolding on the writing ability of EFL learners,’ Reflections on English Language Teaching, vol. 10, no. 1, pp. 43–54.

Brigido-Corachan, N A 2012, ‘A pragmatic study of peer-tutoring and peer-assessment,’ Practices in online literary forums, Perifùric, Valencia, pp. 131–154.

Brooks, V., Abbott, I. & Huddleston, P. (2012). Preparing to teach in secondary schools: A student teacher’s guide to professional issues in secondary education. New York, NY: McGraw-Hill International.

Cohen, L, Manion, L & Morrison, K 2011, Research methods in education, 7th ed., Routledge, New York, NY.

Dunne, M, Humphreys, S, Sebba, J, Dyson, A, Gallannaugh, F & Muijs, D 2007, Effective teaching and learning for pupils in low attaining groups, TES, Sussex, UK.

Fernández, M, Wegerif, R, Mercer, N, & Rojas-Drummond, S 2001, ‘Re-conceptualizing “scaffolding” and the zone of proximal development in the context of symmetrical collaborative learning,’ Journal of Classroom Interaction, vol. 36, no. 2, pp. 40–54.

Falchikov, N & Goldfinch, J 2000, ‘Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks,’ Review of Educational Research, vol. 70, no. 3, pp. 287–322.

Friedman, B A, Cox, P L & Maher, L E 2007, ‘An Expectancy Theory motivation approach to peer assessment,’ Journal of Management education, vol. 32, no. 5, pp. 580–612.

Heritage, M 2010, Formative assessment and next-generation assessment Systems: are we losing an opportunity?, CCSSO, Boston, MA.

Kirkland, K & Dan Sutch, F 2009, Overcoming the barriers to educational innovation, Futurelab, London, UK.

Kollar, I & Fischer, F 2009, ‘Peer assessment as collaborative learning: a cognitive perspective,’ Learning and Instruction, vol. 20, no. 4, pp. 344–348.

Reza, S & Mahmood, D 2012, ‘Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context,’ International Journal of Research Studies in Language Learning, vol. 2, no. 3, pp. 67–80.

Samana, W 2013, ‘Teacher’s and students’ scaffolding in an EFL classroom,’ Academic Journal of Interdisciplinary Studies, vol. 2, no. 8, pp. 338–343.

Shepard, LA 2000, ‘The role of assessment in a learning culture,’ Educational Researcher, vol. 29, no. 7, pp. 4–14.

Simons, K D & Klein, J D 2006, ‘The impact of scaffolding and student achievement levels in a problem-based learning environment,’ Instructional Science, no. 35, vol. 1, pp. 41–72.

Smith, B 2011, ‘Ofsted report,’ Ofsted, Ofsted, London, UK.

Steer, C 2010, ‘Ofsted 2010 ̶ 2011 survey inspection programme: assessing pupils’ progress (APP),’ Ofsted, <>.

Walqui, A 2006, ‘Scaffolding instruction for English language learners: a conceptual framework,’ The International Journal of Bilingual Education and Bilingualism, vol. 9, no. 2, pp. 159–180.

Zaragoza, N G & Brigido-Corachan, N A 2011, ‘Creative evaluation of communicative competence through digital story,’ The Grove: Working Papers on English Studies, vol. 18, pp. 285–306.

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IvyPanda. (2023) 'Peer Assessment as a Teaching Strategy'. 16 December.

References

IvyPanda. 2023. "Peer Assessment as a Teaching Strategy." December 16, 2023. https://ivypanda.com/essays/peer-assessment-as-a-teaching-strategy/.

1. IvyPanda. "Peer Assessment as a Teaching Strategy." December 16, 2023. https://ivypanda.com/essays/peer-assessment-as-a-teaching-strategy/.


Bibliography


IvyPanda. "Peer Assessment as a Teaching Strategy." December 16, 2023. https://ivypanda.com/essays/peer-assessment-as-a-teaching-strategy/.

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