Formative peer assessment to enhance primary school pupils’ oral skills: Comparison of written feedback without discussion or oral feedback during a discussion

Abstract

In this study, we seek to understand which form of peer assessment is most effective in helping pupils progress in their speaking skills: when the peers discuss the feedback they are giving in subgroups or when they provide it in writing and individually. We also want to analyze what the students say, for what purpose, and what elements of oral communication skills they talk about when they provide feedback. The sample consisted of 42 pupils aged 10–11 years in two conditions (same school): written feedback condition and discussed oral feedback condition. Results indicated that the pupils in the discussed oral feedback condition progressed more than their peers in the written feedback condition. In addition, in the written feedback condition the majority of comments were mainly descriptive observations, with a few prescriptive comments. On the other hand, in the discussed oral feedback condition the comments were mostly suggestions.