Student Peer and Self Assessment
Are processes by which a student is given some responsibility for making judgements about the quality of their own work (self-assessment) or that of others (peer-assessment)
Self and Peer Assessment attempts to:
- Increase learner autonomy
- Advance understanding of subject
- Elevate the status of student from passive learner to assessor.
- Involve students in critical reflection
- Demonstrate to students the concepts of subjectivity and judgement.
(Hinnett & Thomas, 1999)
Students should be introduced to self or peer assessment slowly. They need to develop the skills of judgement and they need to be convinced of its value.
Students need clear criteria when assessing themselves or their peers.
It is often argued that student peer assessment that contributes to a summative end of year mark could lead to issues of favouritism, peer pressure among students. Therefore, Self- and Peer- Assessment are often used in a Formative (feedback) manner (Summative and Formative Assessment). They are primarily used in this manner in UCD (O'Neill, 2002).
