Developing peer assessment in A-level Biology classes

This dissertation aimed to investigate and develop peer assessment in my Alevel Biology classes. By reviewing previous literature I aimed to highlight the main themes, strengths and weaknesses. New findings could then be compared to those in the existing literature. The chosen method was action research collecting data from three standpoints. This triangulation method consisted of document analysis, observation, and the views of students gained from questionnaires and interviews. Three action research cycles were conducted based on a classroom task inspired by previous research and developed through the process. The main findings in support of previous research were that peer assessment increases interest in the subject, it is beneficial to learn from assessing peer's work, the use of exemplar material is very beneficial and the best techniques for delivery are using formative feedback. The main findings not in support of previous research were feedback on the performance as an assessor was not needed, students did not harbour a dislike of marking a higher ability peer's work and there is limited benefit in the creation of mark schemes by students.Faculty of Educatio