Peer & Self Assessment

Kailee Brennan & Cecilia Rands
 encourages
students to be independent - the
teacher’s opinion isn’t the only one that
 teacher perspective - reduces workload! this
can benefit students also, if more authentic
tasks can be assigned since the teacher has
less work to do to assess
 more feedback for the students to improve
 some research shows peers’ assessments
correlate quite closely with teachers’ and
are therefore quite useful
 some
studies have found that peerassessment does not reinforce learning in the
same way self-assessment does or can
(Sadler and Good, 2006)
 peers
may try to give their friends “good”
grades rather than “accurate” grades; this
may be avoided by removing names from
assignment sheets
 just
as peer-assessment does, it can reduce
the workload of the teacher (or make the
assessing that the teacher does more
meaningful and worthwhile, since the
student has already had the chance to adjust
or perfect their own work)meta-cognitive make students think about their thinking
 correlations between students’ and teachers’
mark can range from .60 to .80, “certainly
high enough to justify self-grading”
(Dynesson and Gross, 391) (cited in
“Assessment and Evaluation” handout)
 at
least in first attempts, students may not
be very good at judging their own work;
some students will try to give themselves
very high marks, hoping that these will be
taken into consideration by the teacher (Amo
and Jareno 2011)
 students
may not feel they are an authentic
part of the assessment process, but rather
that this is just another obligation from the
teacher (Amo and Jareno 2011)
 peer
and self assessment go very much hand
in hand; whether or not you use them
simultaneously in the classroom, much of the
pros and cons are similar, many of the
reasons to use them are similar, and so on
 the
emphasis should be on “student growth
and self-understanding, rather than on
arriving at a final grade” (“Assessment and
Evaluation” handout)
 Good
questions to begin with:
what aspect of your work was most effective?
what aspect of your work was least effective?
what specific action or actions will improve your
what will you do differently next time? (McTighe
and O’Connor 2005)
 moving
students from worrying only about a
final grade to thinking about how they are
doing overall and what they can do to
improve (McTighe and O’Connor 2005)
 students’
abilities to both peer and self
assess will improve with time, so don’t give
up! Your efforts are worthwhile!

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