Increasing Progress Through Peer Assessment

Case Study – Dan Turner –  Maths Teacher

What’s the title of your action research project?

“Can peer assessment allow more able students to make increased progress?”

What gave you the idea of this project?

“Peer marking is used a lot in maths on a basic level and more able students are good at supporting each other when they make mistakes. I am just taking this to the next level.”

What are you hoping to find out?

“Whether or not the process of giving each other feedback, unpicking other students work and coming up with thoughtful, well considered EBI and WWWs for each other will enhance students understanding and therefore aid their progress.”

How have you found Action Research?

“So far so good. I am using it in a context which will hopefully provide a benefit to my students without trying to reinvent the wheel. My students have engaged well with the concept which has helped and I am hopeful of some positive results.”

For a full list of out Action research projects into the progress of our most able students see below

Simon Armstrong: How can competition be used to inspire greater effort and engagement from Higher Ability boys in Physics?

Nina Elloitt: Speaking UP – Will the consistent use of set question types encourage spontaneity and confidence in MA students’ speaking performance?

Hayley Gardner: Can I improve the abler students’ progress, in Food and Cookery, by using them as a Lead Learner?

Jane Holland: How to improve the confidence with the MA girls in a boy heavy top set year 11 class.

Amy Ledger: To investigate how personalised learning plans can stretch and challenge the more able art students

Nicola Luxton: To measure impact of Higher Ability students writing their own questions for peers to answer.

Chris Mintoft: How do we stretch the high ability in Resistant Materials.

Lisa Otterside: Challenge and Boost Q & A plenaries – Can active, structured, peer to peer questioning contribute to level 6 (conceptual thinking) in literature responses?

Deborah Norris: How can ‘Cognitive conflict’ in A level History promote achievement for Higher ability boys?

James Sambells-Perry: Can the use of higher order language promote improved higher-order language of higher ability students in their exam-answers?

Julie Sheppard: Book-Polishing’ – How important is reflection to making progress?

Alison Smallshaw: Does Personalised Learning Checklists led peer testing raise the motivation and attainment of higher ability Year 13?

Donna Walker: How extra-curricular music can support and develop more able students in Year 7

Thomas Williams: What is ‘hard’? middle ability pupils to write each other questions, 1 easy, 1 medium and 1 hard.​ This not only stretches the pupils to write the questions, it gives me an idea on how the pupils are coping with the work and what they deem to be ‘hard’.

Donna Walker: How extra-curricular music can support and develop more able students in year 7.

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