Peer feedback to promote inclusive learning in primary school: a case study in english language

Abstract

This paper examines the role of peer feedback as a formative assessment strategy aimed at fostering inclusive learning in primary education. Drawing on both national and international literature on formative assessment, feedback, and cooperative learning, a case study conducted in a fourth-grade classroom is presented. The class is characterized by the presence of students with Special Educational Needs, including one student with Autism Spectrum Disorder, within the context of English language instruction.

The project involved the systematic implementation of weekly translation workshop sessions in small, heterogeneous groups, accompanied by the use of semi-structured self-assessment forms and the provision of both written and oral feedback. Data collected through a mixed-methods (qualitative–quantitative) analysis indicate an increase in students’ perceived level of cooperation, greater individual engagement, and an overall improvement in classroom climate. The findings are discussed considering their implications for inclusive instructional design and for the use of feedback as a tool to support the regulation of learning among students with heterogeneous developmental profiles.