Peer

1
Peer Self

• Assessment

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Peer Self assessment
Students can perform a variety of assessment
tasks in ways which both save the tutors time
and bring educational benefits, especially the
development of their own judgement skills (Rust
(2001 p 10)
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Peer Self assessment
Peer and self assessment helps students develop
the ability the ability to make judgements, a
necessary skill for study and professional
life Brown, Rust Gibbs (1994)
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Advantages

• Student learning is engaged and active
• Sense of student ownership
• Development of the Autonomous learner
• Assessment becomes part of the learning mistakes
  are opportunities rather than failures
• Encourages deep learning
• Encourages individual personal development

5
(Self and Peer assessment) Promote lifelong
learning, by helping students to evaluate their
own and their peers achievements realistically,
not just encouraging them always to rely on
(tutor) evaluation from on high (Brown, 1996)
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• Disadvantages/Problems
• Validity/reliability
• Unclear criteria used as measure not SMART
• Relationship issues may cloud assessment
• Lack of preparation
• Being judgemental not constructive

7

• Research supporting the role of Self Peer
  assessment
• Black I. Williams D. (1998) Assessment and
  Classroom Learning
• Inside the Black Box http//www.pdkintl.org/kapp
  an/kbla9810.htm

8

• Strategies for student involvement in assessment
• When the task is set
• Choosing assessment tasks
• Setting assessment tasks
• Discussing assessment criteria
• Setting assessment criteria

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• Involving students in assessment
• Strategies after the task is completed
• Making self-assessment comments
• Making peer assessment feedback comments
• Suggesting self-assessed grades
• Negotiating self-assessed grades
• Assigning self-assessed grades
• Assigning peer-assessment grades

10

• Strategies for feedback
• Avoid grading
• Increase use of self/peer assessment
• Medals and Missions
• Focus feedback
• Positive comments against tasks set
• Target setting )individual)
• Constructive criticism on learning opportunities
• Praise sandwich
• Increase role of formative assessment methods

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• Suggestions for implementing self/peer
  assessment
• Brief students and tutors on expectations
• Explain and justify purpose and benefits of
  strategies
• Be explicit in criteria to be used as assessment
  measurements
• When students assess and evaluate work they
  provide appropriate and sufficient evidence based
  upon agreed criteria
• Provide opportunity for rehearsal in stress free
  contexts

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• Suggested reading
• Biggs, J. (1999) Teaching for quality Learning at
  University, Buckingham OUP
• Black, I. William D. (1998) Assessment
  Classroom Learning in Journal, Assessment in
  Education
• Boud, D (1995) Enhancing Learning through Self
  Assessment, London Kogan Page
• Brown, S.., Race, P. Rust, C. (1995) Using and
  experiencing assessment, pp 75 86 in Knight, P.
  (ed) Assessment for Learning in Higher Education,
  London Kogan Page
• www.geoffpetty.com