ABSTRACT
Teaching is bedeviled with short-term projects that may be successful but are all too often discarded when the relevant teachers move on and some other alternative novelty beckons. That is why this book emphasizes the research evidence. It is also necessary to consider strategies for sharing, sustaining and embedding peer assessment within the school. Again, objectives, applications, and evaluation are considered. The need for rejuvenation and iteration to keep the project fresh and inject elements of novelty is emphasized. Ways in which peer assessment can be generalized by extending in all directions are described. Methods for reaching the hard-to-reach (this means other staff as well as students) are mentioned. The intention might be to develop a whole-school approach, and certainly the project should be shared with other interested teachers. The intention is not to keep peer assessment the same, but to let it grow and develop many different aspects, and by this metamorphosis ensure sustained success.
