Peer Assesment and Self Assesment

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Learning how to learn involves reflecting on evidence of learning. It is a part of the cycle of continuous assessment. This is where students and teachers set learning goals, share learning intentions, evaluate their learning through dialogue and self assessment and peer assessment. Through this learners become aware of what they learn, and how they learn. Relevant (QSA, ACARA,) documents highlight the importance of educational systems lifelong learning this is where students grow not only in knowledge but to become independent of the teacher. Therefore teacher supplied-feedback should give way to self assessment and self monitoring. Some of what the teacher brings to the assessment act itself must become a part of the curriculum for the student. Sadler

The validity of student relative teacher judgements in assessment has been explored by many researchers and reported in the education literature .In large part student peer and self grading works best when students share a comprehensive understanding of the assessment criteria and the characteristics of work illustrative of different levels of performance. Boud describes the characteristics of self assessment as the involvement of students in identifying standards and or making criteria and making judgments about the extent to which they met these criteria and standards. (Boud, 1991pg 12) This encourages learners to be more independent and learn how to learn. Learners who are more involved in assessing themselves and others are more likely to develop the attributes and skills they need to become resilient, self-motivating learners.

Students take first steps towards independent and autonomous learning by developing learning strategies based on evaluations. This enables students to assess their own work and that of their peers and provides opportunities to discuss and reflect on their achievements, for example, peer ratings, creative writing, sharing portfolios in pairs or an oral presentation. (Collaborative learning in action)

QCAR framework provides a significant amount of support for teachers’ .Teaching sequences and learning overviews illustrate how to structure learning experiences to incorporate opportunities for peer assessment and self-assessment. (The national strategies)

How appropriate is this strategy for different classroom assessment contexts?

Peer and self assessment can be seen as formative and Berg, Sadler. Formative assessment is effective in virtually all educational settings: content areas, knowledge and skill types, and levels of education.

To work effectively, the learning environment the classroom must be supportive. (textbook)The teacher may facilitate such a learning context by first enabling students to take responsibility for their learning and to become engaged in the classroom, Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
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