File(s) not publicly available
Absent presences: the recognition of social class and gender dimensions within peer assessment interactions
This paper focuses on the discursive characteristics of peer assessment interactions, drawing upon recent research into formative assessment within a task design involving extended project-based work tackled in groups by pupils. Case studies were conducted within two schools in socially-deprived areas of Scotland. They included classroom observation, digital video and audio data collection, and a series of interviews with pupils and teachers. The task design created opportunities for interdisciplinary, collaborative learning and generated strong pupil engagement. However, a disjuncture is seen between the conflictual characteristics of peer assessment, which are suggested to have gendered and social class dimensions, and the discourses of teamwork and community-building that were privileged in the classrooms observed. Although recognised more in research conversations, the article argues that teachers could be better supported in considering how social class and gender are implicated in peer assessment and in developing classroom discourse that addresses social equity issues.
History
Publication status
- Published
Journal
British Educational Research JournalISSN
0141-1926Publisher
RoutledgeExternal DOI
Issue
5Volume
38Page range
731-748Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC