Self and Peer Assessment
Guideline: Create opportunities for self and peer assessment.
Instructional strategies that promote active learning also provide feedback to students on how well they understand the material. The use of MUD cards, reflections, clicker questions, and one minute papers are all brief, informal ways to encourage active processing of material while at the same time providing a means for students to assess their own learning.
Self-assessment is a process of formative assessment during which students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise accordingly. The emphasis here is on the word formative: Self-assessment is done on drafts of works in progress in order to inform revision and improvement: It is not a matter of having students determining their own grades.
Heidi Andrade & Anna Valtcheva (2009) Promoting learning and achievement through self-assessment, Theory Into Practice, 48(1), 12-19. DOI: 10.1080/00405840802577544
Self-assessment is a core element of self-regulation because it involves awareness of the goals of a task and checking one’s progress toward them. As a result of self-assessment, both self-regulation and achievement can increase.
Schunk, D. (2003). Self-efficacy for reading and writing: Influence of modeling, goal-setting, and self-evaluation. Reading & Writing Quarterly, 19, 159–172.
Peer assessment can be used strategically to achieve particular goals. “Because students learnt how to assess others’ problems, they learnt how to assess and improve their own before they submitted them.
Gibbs, G. (1999). Using assessment strategically to change the way students learn. Assessment Matters in Higher Education, eds. Brown and Glasner. ISBN 0749411139
Gibbs, G. (2010). Using assessment to support student learning, Leeds Met Press.
Gikandi, J. W., Morrow, D., & Davis, N.D. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education 57(4), 233-235.
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