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Learning, Teaching and Assessment
Component 2: What is the impact of peer assessment on Key
Stage 3 learners in Physical Education, with a particular focus
on Special Educational Needs pupils?

Physical Education
17th May 2013

Word Count: 3298
Contents Page
Sue Walker

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1 Appendix 1: Year 9 Health and Fitness Unit of Work……
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2 Appendix 2: Lesson One…………………………
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3 Appendix 3: Lesson Two…………
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4 Appendix 4: Lesson Three……
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5 Appendix 5: Lesson Four……
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6 Appendix 6: Class Register…
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0 Acknowledgements
Sue Walker

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I am indebted to a number of people for the help and guidance they have offered me
when carrying out my research project
...

Additionally, without the help of my school-based mentor in my first placement, I
would not be the teacher I am today
...

Finally I’d like to acknowledge the help, co-operation and support from the staff and
pupils at my final placement, who allowed me to gather the information needed for
this research project
...
0 Introduction and Context
Sue Walker

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The research project being investigated in this piece of work was to determine the
impact of peer assessment on Key Stage 3 learners in Physical Education (PE), with
a particular focus on pupils with Special Educational Needs (SEN)
...
Broadfoot
(2007) describes the benefits when using peer assessment
...
The researcher feels this type
of assessment can help all pupils, including those with SEN
...
They also
found that the resources used for these pupils were not always appropriate to their
needs
...
The school Ofsted report shows that, the
school receives an above average number of SEN pupils, who are very well
supported, as the school meets the needs of these pupils through the outstanding
‘care, guidance and support’ that they offer the pupils
...

Within this group, which consisted of 17 learners, there were 6 SEN pupils and 6
gifted and talented (G&T) pupils, making it perfect for this active research
...
Firstly I did this through my
observations and evaluations from lessons, with the help of peer assessment
resource worksheets, and question and answering (Q&A) techniques throughout
each lesson
...

The second method I used was by assessing this information to see if the learners
were reaching their NCPE attainment level target grades for the unit of work
...
0 Critique of Research Methods
Sue Walker

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The research undertaken for this project was practitioner action research, which is
‘the study of a social situation, carried out by those involved in that situation, in order
to improve both their practice and the quality of their understanding’
...
The formative feedback came through lesson
observations and Q&A during the lesson
...
Through this
method of teaching, a lot of personalised learning was able to take place in the
lesson, and by listening to the student voice and using a variety of questioning
techniques I was able to assess the learning that was taking place
...
These were a good form of evidence as they showed thoughts and
feelings of the teacher and mentor at the time of the lesson
...
Taylor (2007) also found this type of
evaluation a good learning tool, and a means to give unmediated access to practice
and to the thoughts and feelings of the individual practitioner
...

Another method I used, in order to see the learning that was taking place, was
through the use of peer assessment worksheets that I created
...
The formative data was then used to produce
the summative assessment, which came in the form of making note of the learner’s
current NCPE attainment levels against their target grades for the unit
...
These participants were therefore
selected purposely based on specific qualities and characteristics which are relevant

Sue Walker

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to the research topic (Smith, 2010)
...

In the original methodology it was suggested that a six-week unit of work would be
used, however due to time constraints and bad weather the unit had to be cut to 4
weeks
...
At the end of the unit the SEN
pupils were interviewed in order to assess how the use of peer assessment had
affected their learning
...
However, since
I was able to build up a good rapport with the group I decided to carry out interviews
instead, as I felt this would be more personal to the learners
...
I also feel
that questionnaires may have been too difficult for the learners to fill in, as their
literacy levels were quite low
...

Having gone through this process I now feel I have a strong understanding of
practitioner research and the value of this in relation to my professional development
...


Sue Walker

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4
...
I will show the qualitative
and quantitative data gathered during the lesson, in order to show how peer
assessment has impacted the SEN learners in the class
...
1 Lesson One
In the first lesson I began by giving the pupils a target grade
...
The target grades
for the pupils with SEN were as follows:
Pupil

Target Grade

C

5A

D

6C

G

6B

K

6B

L

6C

P

6C

The first lesson looked at introducing the class to components of fitness
...
1)
...
I feel I pitched the
questions at an appropriate level for this particular class, but they just didn't have the
knowledge required to answer questions that I initially set them
...
The SEN pupils were grouped together G&T
pupils
...
2)
...


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The lesson evaluation from my mentor (Appendix 2
...
I
recognised that by grouping the SEN and G&T pupils together that all the learners
made progress, and reflected upon this in my lesson evaluation (Appendix 2
...

After assessing the pupils after lesson one, I was able to give the SEN pupils a
baseline assessment level
...


Pupil

Target Grade

Baseline Assessment NC Level
(After Lesson One)

C

5A

5B

D

6C

6C

G

6B

6A

K

6B

6C

L

6C

5C

P

6C

6A

4
...
1)
...
Another worksheet was produced and all the
SEN pupils filled this out with the help of their partner
...
This worksheet also gave the learners a question as to weather
or not they felt they had learnt more during the lesson through the use of peer
assessment
...
2)
...
”
The lesson evaluation from my mentor (Appendix 3
...

This week he specifically mentioned that by grouping the SEN and G&T pupils
together that progress was made by all the learners
...

After lesson two still only two SEN learners had met or were above their target grade
(Highlighted in yellow)
...
3 Lesson Three
During lesson three, the learners looked at one particular component of fitness,
cardiovascular endurance
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1)
...
”
This showed me that the learner was clearly enjoying and learning from the G&T
pupil he had been working with
...
The worksheet
this week was used to assess the performance of each student’s partner
...
2)
...
, (2004) examined the impact of these
opportunities on a pupil’s overall development
...
This was
technique that worked really well and I reflected on how I would use this again in my
lesson evaluation (Appendix 4
...
The lesson evaluation from my mentor (Appendix
4
...

After lesson three all six SEN learners had met or were above their target grade
(Highlighted in yellow)
...

Pupil

Target Grade

Baseline Assessment NC Level
(After Lesson Three)

C

5A

5A

D

6C

6C

G

6B

7C

K

6B

6A

L

6C

6A

P

6C

6C

Sue Walker

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4
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The learner performed the same circuit as lesson two, and
tried to improve their previous scores (Appendix 5
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After analysing the scores, all the SEN learners had improved their score in at least
5 of the 8 stations
...
2), I asked the learners why they
though they had made improvements
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”
This shows how the peer assessment over a number of weeks had contributed to an
improvement in their work
...
”
When I asked the learner why they felt they worked harder they said:
“Because I was trying to beat my score, and [the G&T learner he had been working
with] score aswell”
...
3) also highlighted how the
learners had been motivated to work hard through working with G&T pupils
...

Pupil

Target Grade

Baseline Assessment NC Level
(After Lesson Four)

C

5A

6C

D

6C

6B

G

6B

7C

K

6B

6A

L

6C

6A

P

6C

6C

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After the final lesson I interviewed a number of pupils to ask if they felt working with
their partners had improved their grade for this unit of work
...

Interview answers given

Key themes emerging
Enjoyment

“I really enjoyed the lessons, I had lots of

Pupils appeared to enjoy and achieve in

fun and think I got much better each

each lesson with excellent progress

week”

made over the unit
...


out”

Learning by answering Q&A with G&T
“Normally I find PE quite hard and I don't

Initially questions were too hard for the

know all the answers but the

learners because they had poor

agree/disagree game that me and [G&T

knowledge of the subject area, but

learner] played helped me to understand”

working with a partner in plenaries
allowed them to gain more understanding

Motivation
“I liked it when I had to tell [G&T learner]

The use of peer assessment worked

how to get better because it made me

really well in extending SEN pupils

understand it more, and then I was more

knowledge, and motivated them to

determined to do better myself next

improve
...
”

Sue Walker

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5
...
1 Enjoyment
I found that the SEN pupils in my lessons really enjoyed using peer assessment
during the lessons because one learner said:
“I really enjoyed the lessons, I had lots of fun and think I got much better each week”
This shows high levels of confidence in the learners during the lesson
...
,
(2008) suggests that the reason for this is because peer assessment is a strong
method within teaching, used to improve the self-esteem of learners, as well as
improving their attainment in the process
...
2 Learning
My literature review identified, that through designing a unit of work that includes
many forms of formative assessment, such as peer assessment, it would lead to
student centred teaching, which often leads to success (Sadler, 1989)
...
My results would suggest this to be true, because I found that a number of
pupils gained good subject knowledge through using peer assessment during the
unit of work
...

When the learners were using the peer assessment sheets, it further enhanced the
learning that was taking place, because they could see what they needed to do in
order to improve during the lesson
...
This then allows the learner to
reflect on what they have done, and go back and improve upon it straight away
...
3 Motivation
My literature review identified Capel and Whitehead (2010) and Mawer (2005), as
believing that pupils not only enjoy peer assessment, but work well during it
...
My findings would
Sue Walker

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agree with this as I found that the use of peer assessing worked really well in
extending SEN pupils understanding, and motivated them to improve both their
knowledge and performance
...
Giving learners the
task of analysing other pupils, challenges them to understand the criteria of a certain
skill, in order to give relevant feedback
...
4 Limitations
The research I carried out had many positive implications because, peer assessment
leads itself to learner with SEN, because on-going assessment provides an
opportunity to view very small steps on a continual basis for both the teacher and the
learner
...
, 1997)
...
Obviously different pupils will work at different
levels in PE, but over time, with the use of peer assessment, levels of independence
will rise and the speed of learning will increase
...
Vickerman (2007) would agree with this by suggesting that PE teachers need
to have good knowledge of the individual needs of SEN learners in their classes, as
well as being committed to having, and achieving high expectations of their pupils
...
There are other potential limitations of the research that I
carried out
...
With such a small group of only
17 learners, it meant that each pupil got more time to gain knowledge and
understanding compared with a bigger class
...

Wiersma (2009) agree that baseline testing should be long enough so that it is
Sue Walker

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consistent and reliable
...
Had I carried out this research
with a group of learners who were not as cooperative with each other, the results
may have been different
...

However, there is no clear evidence to suggest to the researcher that had the
research been carried out with mixed gender groups, at different key stages, the
peer assessment would have been as effective
...
0 Conclusion and Recommendations
When carrying out this research project, I wanted to find out what impact peer
assessment had on Key Stage 3 learners in Physical Education, with a particular
focus on pupils with SEN
...
Four key themes emerged from the findings:

•

The SEN learners enjoyed the lessons
...


•

They gained knowledge and understanding through answering questions
with their G&T peers, leading to all learners achieving their target grade
...


Unfortunately some potential limitations did become apparent
...

For future practice, recommendations are that the researcher has more prior
knowledge of the pupils
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Sue Walker

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Finally, in terms of continuous professional development the researcher aims to
attend a workshop on peer assessment, and SEN learners to further enhance
knowledge in this area, and find a relationship between these two important issues
...
0 Bibliography
Bailey, R
...
, and Morely, D
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133-148
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(2007) An Introduction to Assessment
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Bryman, A
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Capel, S
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Routeledge Falmer: USA and Canada
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and Whitehead, M
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London: Routeledge
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(2005) Meeting SEN in the Curriculum: PE/Sports
...

 

Gielen, S
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Dochy, F
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and Struyven, K
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UK: Elsevier Ltd
...
Topsa, L
...
Onghenac, P
...
(2010) A
comparative study of peer and teacher feedback and of various peer feedback forms
in a secondary school writing curriculum, British Educational Research Journal, 36(1):
143–162
...
(2008) Understanding Physical Education, London: SAGE Publications
...
F
...
(1997) Effects of task-focused goals on low-achieving students with
and without learning disabilities, American Educational Research Journal, 34: 513543
...
(2000) Innovative assessment for networked communities, in
Improving Students Learning Strategically, Proceeding of the 8th ISL Conference,
UMIST, September (pp
...

Mantz Y
...


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Marchesi, A
...
and Martin, E
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Cited in Cambra, C
...
Students’ with special educational needs in the inclusive classroom:
social integration and self-concept, European Journal of Special Needs Education,
Vol
...
2 (2003)
Mawer, M
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Essex: Longman
Group Limited
...
J
...
(ed) (2003) Inclusive Education and Classroom Practices
...

Ofsted (2010), Available at: http://www
...
gov
...

Sadler, D
...
(1989) Formative assessment and the design of instructional systems,
Instructional Science Journal, 18(2): 119-144
...
Crick, RD
...
Lawson, H
...
& Durant, K
...
Technical Report
...
London: EPPI-Center, Social Science Research Unit, Institute of Education,
University of London
...
(2005), Narrating Significant Experience: Reflective Accounts and the
Production of (Self) Knowledge, Br J Soc Work, 36 (2): 189-206
...
and Pryor, J
...
Buckingham Philadelphia: Open
University Press
...
(2010) Including Children with Special Educational Needs: Training
Physical Education Teachers
...
S
...
(2007) Teaching Physical Education To Children With Special
Educational Needs
...

Wiersma, W
...
(2009) Research Methods in Education: An Introduction
...
London: Pearson
...
(2009) School-based research: A guide for education students
...

Winter, R
...
(2001) A Handbook for Action Research in Health
and Social Care
...
0 Appendices
8
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docx
 

 

8
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1 Lesson Plan

2
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3 Mentor
evaluation

2
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docx

Week 1 Worksheet
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docx

Evaluation - 9J Week 1
assignment
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1 Lesson Plan

3
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3 Mentor
evaluation

9J Health and Fitness Week 2 Circuit

Week 2 Worksheet
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docx

4
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2 Worksheet

4
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4 Mentor
evaluation

9J Health and Fitness Week 3 Beep Tes

Week 3 Worksheet
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docx

Crit Week 3
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3 Appendix 3
Lesson Two

8
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5 Appendix 5
Lesson Four
5
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2 Worksheet

5
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docx

Crit Week 4
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6 Appendix 6
Class Register

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