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I ’ m uncomfy marking my friend ’ s work ’

I ’ m uncomfy marking my friend ’ s work ’ ‘ It ’ s ok marking work but I prefer to not know whose it is ’ ‘ If someone doesn ’ t like you they ’ ll give you a bad mark ’ ‘ I don ’ t mind putting comments but levels is hard ’ ‘ People might copy my ideas ’

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I ’ m uncomfy marking my friend ’ s work ’

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  1. I’m uncomfy marking my friend’s work’ ‘It’s ok marking work but I prefer to not know whose it is’ ‘If someone doesn’t like you they’ll give you a bad mark’ ‘I don’t mind putting comments but levels is hard’ ‘People might copy my ideas’ ‘Seeing other people’s work makes me feel bad that mine isn’t as good’ ‘You can encourage your peer, but then if they did really bad you don’t want to upset them’ ‘What if I’m not marking it right?’

  2. The majority said they like seeing examples of assessed work (from the teacher) • 21 girls said they look for praise in teacher marking – one said it makes her feel ‘happy and clever’ • 20 said they looked for advice • 8 said they looked for merits • 27 said they find comments helpful and understandable • 14 said they did try to learn from corrections the teacher made to their work, 12 said they did not • There was a 50/50 split on whether it would be useful to have a set of class targets … depending on how ‘fun’ it was…

  3. Things to consider: 1.       Opportunities for self/peer assessment need to be created and built into lesson plans and combined with other forms of assessment 2. Pupils must be equipped to succeed- they should be clear about what they are expected to learn, what they need to do to demonstrate their learning in their work and how to identify whether success criteria has been met 3. It must be safe – the girls do have insecurities and concerns, mixed feelings toward peer marking, and a positive tone and positive activities need to be set to allay the fears some girls have. 4. Find ways of rewarding/praising peer marking as you would when teacher marking. Perhaps add in a competition/game element if appropriate.

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