Adventures with gallery critique

Reflecting English

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In last weekend’s post, I argued that there might be more efficient and meaningful ways of providing feedback than standard book-marking. As such, I have been experimenting with ‘gallery critique’, an idea gleaned from Ron Berger’s An Ethic of Excellence and David Didau’s excellent post on the strategy.

In truth, I have always been dubious of the claims made of peer-assessment, especially in essentially qualitative subjects such as English. However well – or badly – I train students to critique one-another, two nagging doubts have never ceased to plague me. First, a student is always always dependent on the ability and commitment of the person they are paired with – some children will receive poorer feedback than others. Second, students naturally place more trust in teacher-feedback than peer-feedback – and why shouldn’t they? My hunch has always been that the process of both reading each other’s work and…

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