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Peer and self assessment

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janeth gomez

Peer and self assessment discusses the concepts, advantages, and disadvantages of peer and self assessment. A self assessment aims to help students identify their strengths and weaknesses to create an action plan for improvement. Some advantages include encouraging student involvement, reflection, and ownership of the assessment process. However, disadvantages include potential unreliability if peer pressure influences grades or if students lack skills to properly assess peers. The document provides tips for implementing peer and self assessment, including establishing clear criteria, briefing students, and getting feedback from experienced colleagues.

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Peer and Self assessment By Yuliney Burgos Janeth Gomez Liliana Rivera
Concept A self assessment aims to help a person identify his own areas of strengths and weakness to create an action plan for implementing change. It can address specific skills, such as communication, leadership, listening and social abilities, but can also focus on more tangible abilities, as in a professional or trade skills. A self assessment's subjective nature can call its accuracy into question. Use a self assessment as a starting point toward personal and professional growth.
Advantages Agreed marking criteria means there can be little confusion about assignment outcomes and expectations. Encourages student involvement and responsibility Encourages students to reflect on their role and contribution to the process of the group work.
Focuses on the development of students judgment skills Students are involved in the process and are encouraged to take part ownership of this process. Provides more relevant feedback to students as it is generated by their peers. It is considered fair by some students, because each student is judged on their own contribution.
Disadvantages Additional briefing time can increase a lecturers workload. The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
When operating successfully can reduce a lecturer's marking load. Can help reduce the free rider problem as students are aware that their contribution will be graded by their peers.
Students will have a tendency to award everyone the same mark. Students feel ill equipped to undertake the assessment. Students may be reluctant to make judgments regarding their peers. At the other extreme students may be discriminated against if students gang up against one group member.
Taking your first steps 1. First explore the reasons for introducing self or peer assessment. 2. Start with manageable assessment tasks which you firmly believe are suited to self or peer assessment. 3. Draw details of assessment criteria and levels of performance - if appropriate - as well as the process.
4. Make sure there is time for student review and discussion as noted above. 5. Get your plan constructively reviewed by one or two colleagues experienced in student peer or self assessment prior to adoption.
Example
References Boud, D. (1991) Implementing Student Self-Assessment, HERDSA Green Guide 5, Campbelltown: Higher Education Research and Development Society of Australasia Biggs, J. (2000) Teaching for Quality Learning at University, Buckingham: Open University Pres

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Peer and self assessment

  • 1. Peer and Self assessment By Yuliney Burgos Janeth Gomez Liliana Rivera
  • 2. Concept A self assessment aims to help a person identify his own areas of strengths and weakness to create an action plan for implementing change. It can address specific skills, such as communication, leadership, listening and social abilities, but can also focus on more tangible abilities, as in a professional or trade skills. A self assessment's subjective nature can call its accuracy into question. Use a self assessment as a starting point toward personal and professional growth.
  • 3. Advantages Agreed marking criteria means there can be little confusion about assignment outcomes and expectations. Encourages student involvement and responsibility Encourages students to reflect on their role and contribution to the process of the group work.
  • 4. Focuses on the development of students judgment skills Students are involved in the process and are encouraged to take part ownership of this process. Provides more relevant feedback to students as it is generated by their peers. It is considered fair by some students, because each student is judged on their own contribution.
  • 5. Disadvantages Additional briefing time can increase a lecturers workload. The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
  • 6. When operating successfully can reduce a lecturer's marking load. Can help reduce the free rider problem as students are aware that their contribution will be graded by their peers.
  • 7. Students will have a tendency to award everyone the same mark. Students feel ill equipped to undertake the assessment. Students may be reluctant to make judgments regarding their peers. At the other extreme students may be discriminated against if students gang up against one group member.
  • 8. Taking your first steps 1. First explore the reasons for introducing self or peer assessment. 2. Start with manageable assessment tasks which you firmly believe are suited to self or peer assessment. 3. Draw details of assessment criteria and levels of performance - if appropriate - as well as the process.
  • 9. 4. Make sure there is time for student review and discussion as noted above. 5. Get your plan constructively reviewed by one or two colleagues experienced in student peer or self assessment prior to adoption.
  • 11. References Boud, D. (1991) Implementing Student Self-Assessment, HERDSA Green Guide 5, Campbelltown: Higher Education Research and Development Society of Australasia Biggs, J. (2000) Teaching for Quality Learning at University, Buckingham: Open University Pres