Peer assessment as a formative assessment strategy in key stage 2 : teachers perceptions and practices in a Maldivian school / Ibrahim Nafiu

Abstract

This is a research into the peer assessment practices under new curriculum framework of Maldives. The aim and objective of the research were to identify challenges in assessments under new curriculum framework of Maldives and, perceptions, practices and challenges in regard to peer assessments and other formative practices. This research has a case study design and followed a qualitative paradigm. The 5 teachers who participated in this research were selected from a Maldivian school through purposive sampling. Data were collected through semi-structured interviews and then the data were analysed using thematic analytics in focus. The major findings were that for some of the AfL practices teacher were not adhering. Teachers has to bring improvements in preparations for peer assessments and to create effective learning intentions and success criteria. In practice teachers were not sharing the learning intention and success criteria effectively. Although teachers had good understanding on the assessment tools and how to conduct lessons effectively, they lack understanding on how to conduct peer assessments. Teachers used more oral feedback than written feedback and the feedbacks given are too shallow to enhance students learning. Individual feedback was rarely given. Peer assessments were often on simple tasks which may not improve or enhance the learnings of feedback provider or feedback receiver. Peer assessments and feedback on presentations in some classes were distracted due to open feedback style.