Peer and Self-Assessments

Girls Conferencing

http://www.sri.com/work/projects/technology-learning

Peer and self-assessments involve students taking responsibility of assessing their peer’s work and their own against a set of standards/criteria/rubric.

  Self-assessment Peer Assessment
Why use self- and peer assessment?
  • To encourage students to self-reflect and manage their own learning
  • To help students become more responsible, self-directed and metacognitive learners
  • To help students become intellectually independent; to help them understand the purpose of their learning and understand what they need to do to achieve their goals
  • To help students identify their strengths and weaknesses and plan for improvement; to help students objectively accept and correct their mistakes
  • To instill honesty and integrity
  • To help teachers understand their students more, and provide feedback consequently
  • To help teachers see how the students perceive their own learning, and help teachers adjust instruction accordingly
  • To help teachers identify learning gaps, and bridge the gaps immediately
  • To encourage deep-learning; to engage students; to motivate students to meet set standards
  • To encourage students to understand and take ownership of the assessment criteria
  • To teach students life-long assessment skills
  • To help students become reflective of their own learning
  • To empower students to be more responsible in directing and managing their own learning
  • To promote fair judgment and critical thinking when evaluating work of co-learners
  • To motivate students to learn with others, and from others
  • To encourage deep-learning; to motivate students to be more engaged
  • To develop collaboration, trust and inter-personal skills
  • To teach students sound assessment skills ; to develop in them the “eyes” for true quality work
  • To be able to give and receive feedback on each other’s quality of work
  • To encourage students to understand and take ownership of the assessment criteria
  • To deepen the students’ understanding of the assessment criteria, and make them realize how they can improve next time

 

 

When is it good to use these kinds of assessment? in formative assessments (formal, informal, traditional, authentic), but can also be used for summative assessments

  • performance based assessments
  • oral presentations (debates, reports)
  • written presentations (essays, papers)

 

in formative assessments (formal, informal, traditional, authentic), but can also be used for summative assessments

  • group works
  • pair works
  • class projects
What are the major advantages, disadvantages, and challenges in the design and administration of self- and peer assessment assessments?
Self-assessment Peer Assessment
Advantages
  • engages students more in the learning process
  • makes students more reflective; helps them develop critical thinking and metacognitive skills; empowers students to manage their own learning
  • helps students identify their strengths and weaknesses and targets problem areas for improvement; encourages students to correct themselves
  • provides opportunity for students to improve their performance by understanding themselves more
  • aids the teachers in their own assessment by understanding their students more
  • engages students more in the learning process
  • empowers the students to evaluate the work of their peers and reflect on their own work
  • develops critical thinking and reflective skills as well as interpersonal skills
  • deepens the students’ understanding of the assessment criteria and makes them realize how they can improve next time
  • fosters accountability and fairness
  • discourages “free rides”
  • promotes collaboration and good teamwork
Disadvantages
  • Subjective. Students may give inaccurate self-judgments. There’s a risk that students may either be self-righteous or self-defeatist. Either they overestimate or underestimate their performances.
  • Time consuming; additional task for students

 

  • Prone to biases. Personal factors like friendships may unfairly affect assessment.
  • Peer pact. Classmates may just agree to give high marks to all, regardless of quality of work.
  • Time consuming; additional task for students; can be stressful for others
Challenges
  • It can be hard to instill open-mindedness among students, to be honest with self-critique, to graciously accept, learn and correct own mistakes that will lead to a much improved output.
  • There may be inaccuracies and inconsistencies between results of self- assessment and teachers’ assessment; self-assessment and peer assessment.
  • Students may find it unimportant if it will not, after all, affect their grades.
  • It is a challenge to translate negative feedback or criticisms to positive actions that will lead to improved output. Negative criticisms may create tensions or may trigger ill feelings among classmates.
  • It can be difficult for students to give fair, objective, and sound judgment and assessment independent of friendships/affiliations or any personal factors, devoid of any biases.

 

(Personal thought: Partly because of our culture, we sometimes have the tendency to be overly considerate and give good marks to undeserving classmates. On the other hand, because of “crab mentality,” or sometimes, “competition,” there are a few who give bad marks to supposedly deserving classmates. Objective sound assessment is sacrificed.)

Self-and-peer-assessment-prompt-sheets


References:

NCLRC. (2014). Peer and self-assessment. Retrieved from http://www.nclrc.org/essentials/assessing/peereval.htm

UNSW. (2015). Student peer assessment. Retrieved from https://teaching.unsw.edu.au/peer-assessment

UNSW. (2015). Student self-assessment. Retrieved from https://teaching.unsw.edu.au/peer-assessment

 

 

 

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