Exploring the Use of Peer and Self-Assessment as a Pedagogical Tool in UK Secondary Design Education.
Keywords:Peer Learning, Peer assessment, Pedagogy, Action research, Secondary design education
In this case study, a collaborative and social-constructivist approach to secondary Design and Technology teaching is explored. Self and peer-assessment interventions are employed as a pedagogical tool for increasing student attainment, knowledge gain and self-efficacy. Within schools, students learn by interacting with their peers; they help each other identify their strengths, address their weaknesses, and develop metacognitive skills. As a construct for aiding knowledge sharing, peer assessment can be significantly beneficial as it allows students to evaluate the work of their peers and provide constructive feedback within a supported environment. This research presents student perceptions on strategies designed to facilitate self-assessment, and peer-assessment as a pedagogical tool and investigates the order these strategies are employed within the classroom. Eighteen, year 11 design students aged 15-16 from across two classes took part in four ‘peer-learning’ sessions containing both self and peer-assessments. These sessions were spread across different stages of the student’s design process: research, iteration, design development and testing and evaluation. The project began at the start of the 2022-23 academic year and concluded at the end of the second term. Each session approaches these assessment exercises with different methods and finishes with a questionnaire to enable comparison. The results gathered show an increase in student attainment, self-efficacy, and a greater understanding of the assessment criteria when students complete their design coursework. A sequence of activities for employing self and peer-assessment within design education is established and presented. This research aims to share evidence of self and peer-assessment as a pedagogical tool when students are completing their design coursework. In presenting the benefits and barriers of this method, teachers will be able to use and adapt it within their own classes
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