Good Practice with Self- and Peer- Assessment
1. Intensive conversations with students before introducing
Intensive conversations with students before introducing any self/peer-assessment is crucial. It is particularly important to explore the assumptions and principles underlying self/peer-assessment and let students see the benefits of these assessment methods. Before asking students to participate in self/peer- assessment, they should fully understand why these assessment methods are chosen and how these methods can develop their skill for lifelong learning.
2. Explicit explanation of the motive
There are many motives for implementing self/peer- assessment, ranging from purely educational- to enhance student learning to pragmatic- to reduce time spent by teaching staff. But the most important motive for implementing self/peer- assessment is to enhance student learning by giving them a chance to reflect, judge and improve their work. Explicit explanation to students and staff about the motive for introducing self/peer- assessment is essential at the beginning. For example, students tend to benefit more if they are assured that the self/ peer-assessment can develop their judgment skill which will be useful in their future careers.
3. Students are involved in establishing criteria
Students should be involved in establishing the criteria for judgment as well as in evaluating their own work (Boud, 1995). Students need to be absolutely clear about the standards of assessment. If possible, have practice with students in marking the sample works using the criteria before the actual self/ peers- assessment task.
When guiding students to set up the criteria, you can ask students to:
- list the area to be assessed
- list the factors you would take into account in assessing your assignment
- list the standards to be reached
After students have their inputs, some participation by teaching staff in teaching students how to assess is necessary. Students may not be confident in generating a clear rubric and some professional help would ensure students participate more meaningfully in the process.
4. Moderation / Feedback
If students are the sole arbiter of the marks awarded through self/ peer-assessment, there is a potential that both students and the academics maybe skeptical of the accuracy of marks. When students are seeking to learn (including how to make judgment of their work), they are expected to receive help and advice from teaching staff. Likewise, teaching staff have the responsibility to teach and make judgment about the quality of students work, therefore some moderation and feedback is necessary.
A deliberate component of moderation of self/peer-assessment is to accumulate evidence which can show how well students’ judgments compare with academics. If your students mark are found to be similar to those provided by academics, teaching staff can be reassured. If not, corrective actions may be needed.
Common Pitfalls to Avoid
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The motive of implementing self/peer-assessment is solely related to meeting institutional or other external requirements.
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It is one-off event without preparation.
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Students do not understand the criteria.
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Students are using the criteria determined solely by others.
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Inadequate or superficial feedback provided to students.
References:
- Chan C.(2010) Assessment: Self and Peer Assessment, Assessment Resources@HKU, University of Hong Kong
- Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page
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