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Innovative Peer Assessment in GCSE Biology: Addressing Drug Use and Misuse

This guided project aimed to enhance students' understanding of drug use and misuse, incorporating peer assessment methods for a GCSE grade evaluation. Engaging with the subject over several lessons, students analyzed their knowledge through a structured questioning method. Half the group received questions while the other half held answers, fostering collaboration. This approach unveiled knowledge gaps and allowed self-assessment. Despite group size limitations, the highly motivated top class demonstrated enthusiasm. Future developments include crafting challenging questions to stimulate discussion and critical thinking.

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Innovative Peer Assessment in GCSE Biology: Addressing Drug Use and Misuse

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  1. Questioning 9(1) Biology Project on Drug use and misuse

  2. Context • Part of the Biology 1 GCSE POS • Guided project leading to peer assessment and a GCSE Grade • The class had been working on the project for several lessons

  3. Aims of the questioning method used • To inject some pace into the activity – the girls would be happy to continue with the project indefinitely • Self assessment – for the girls to check their knowledge is in line a) with the criteria of the project and b) with the requirements of the POS

  4. The Task • Half the group were given questions relevant to what they need to know • The other half were given the answers – on large pieces of paper • The girls with the answers had to stand in a row holding their answers up • In silence the girls had to match up with their ‘partners’ • The pairs then sat together and, in turn, chose someone else in the class to ask their question to

  5. Effectiveness • The first activity did throw up some misconceptions and gaps in knowledge that I could address • The second activity ensured that all the class were listening as anyone could be asked; individuals could check on gaps in their knowledge and as a group they could help each other

  6. Limitations • Group size – may be too long winded with large groups and not extensive enough with small groups • Group ethos – 9(1) is a top group and so is highly motivated and keen to improve performance

  7. Further development • Work on developing more challenging questions – • Questions with more than one answer • Questions with no right answer to generate discussion • Questions posed as a start of a topic; to ascertain previous knowledge or to generate thought

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