An action research investigation into peer and self-assessment strategies and their effectiveness in enhancing student learning in GCSE Geography

The aim of the research is to examine the use of peer and self-assessment strategies (PASA) within the Geography classroom. It adopts a broad definition of PASA which considers any student-led reflections about work quality to be examples of PASA. PASA strategies are frequently heralded in the literature as having the potential to have significant long term impacts on student learning and student agency. Despite this, there is very little use of such strategies within the school in this study and very little understanding of teacher and student perspectives of such an approach to formative assessment. This study begins with a literature review to critically evaluate the evidence for the effects of PASA on student learning. It examines the conditions under which such practices can enhance student learning and explores some of the subject-specific issues concerning the use of PASA in Geography. The study took the form of two action cycles; working collaboratively with two other Geography teachers over a term to introduce Year 9 students to PASA activities. The student and teacher responses to these action cycles were interpreted, allowing short term implications for the action research to be acted upon as well as identifying longer term implications for my understanding of the issue and subsequent practice. The studyâs findings indicate that the improvement purpose of the feedback provided in PASA was not valued by the students in the study. However, it appeared that PASA did enhance students understanding of the anatomy of quality in Geography with the result that they had a clearer picture of progression. It seemed that this anatomy of quality was found to be more effective when it was subject-specific rather than specific to the actual phenomena being taught. The research also reflected the dynamic interconnection between the personal and school-related level and policy-level factors. In this study students' personal experiences of assessment had not taught them that their own views or opinions on their work are valid. Whilst incorporation of PASA at a classroom level is possible, the findings indicate that unless this is supported by wider school and policy level factors, it is unlikely that students would be receptive to their use.