The National Teacher Research Panel was set up about 15 years ago by CUREE supported by a group of national education agencies most of which no longer exist. It had three main goals:
- To ensure that all research in education takes account of the teacher perspective
- To ensure a higher profile for research and evidence informed practice in government, academic and practitioner communities
- To increase the number of teachers engaged in and with the full spectrum of research activity.
Over the several years of its existence, the Panel, supported by its expert advisers in CUREE, has helped and encouraged dozens of teachers and school leaders to do high quality but practical research. The Panel also helped them report their findings succinctly, in plain English and focused on relevance to other practitioners. This is one such example of that work.
The overall aim of the project was to introduce pupils to self and peer assessment techniques to encourage them to improve the quality of their written work about historical sources. We were particularly interested to know:
What are the techniques that can be used to promote peer and self assessment?
Do the techniques associated with self and peer assessment improve the pupils ability to identify a good piece of work?
Are pupils able, as a result of their identification of good work, to understand what they need to do in order to demonstrate achievement?
Does encouraging pupils to use techniques of self and peer assessment lead to an improvement in the quality of their written work and their understanding of historical sources? and
In what ways do I need to modify my professional practice in order to teach successfully in light of the findings to the above questions?
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