Mutual Feedback Exchange and Peer Assessment During Text Revision in Primary Schools

This contribution aims to highlight how text revision in primary schools, using collaborative approaches, may be an opportunity for promoting the development of peer assessment skills through mutual feedback exchange. Based upon the analysis of practices relating to text composition (audio and video recorded) collected by undergraduates in Primary Education Sciences (University of Milan-Bicocca) in contexts where writing is considered a socio-cultural practice, it has clearly emerged that both teachers and pupils can play a role in text revision, although it is a complex process. In order for this to happen, however, some conditions must be met. Firstly, there must be a climate based upon dialogue and collaboration within the class. Secondly, collective revision situations must be encouraged, during which the teacher works with the pupils to identify, in a given text, what can be corrected, how it can be corrected and what strategies must be implemented. Finally, multiple collaborative teaching situations should be designed. Text revision must therefore become a fully-fledged teaching subject, useful for developing evaluative literacy.