self and peer assessment quickguide

CELT,lastreviewedJuly2012 Self-Assessment Self -ass essme nt is the proc ess of cri tica lly apprais ing ones own learni ng, for exampl e a st udent appr aisi ng the ir contribution toanassess menttask. Self-assessmentcouldinvolve,forexample,writingashort summary of the strengths and weaknesses of their contribution or using a rubric to assi gn scor es or gr ade bandstotheirwork. Assessmenttypes Most assessments can be self assessed, however some assessment ty pes are ideal for self -assessment such as reflectivejournalsandportfolios. Prerequisites D ep en din g on the l ev el and ty pe of self-a ss e ssm en t required,studentswillideallybeprovidedwithguidelines, such as questions encouraging reflection or an evaluation sheet including the as sessment criteria and a marking rubric.Wherepossible,itispreferabletobaseassessment criteriaonthelearningoutcomes. Ithasbeenshownthatinvolvingstudentsinthecreationof assessmentcriteria,leadstothemengagingmoreseriously in the as sessment task . This involvement encourages ownershipoftheassessmentprocessandtheystudentsare morelikely tounderstand whatisexpe ctedofthem. Example Self -ass es sment can quite easi ly be incorporat ed into existi ng assess ment pr act ice s , wi th jus t a few sma ll adjustmentsoradditions. For example, ask students to submit work wi th a cover sheet . The cover sheet will outline the students ’ apprai sal of t he ir work, see ex ample inset. Other possibilities include: • a ch eck list of a ss ess men t r equ ir eme nts, e .g . abstra ct, introduction, hypothesis, spelling and grammarcheck,…; • amarkingrubricagainstwhichthesubmissionhas beenscored. Tutorsgenerallyfindthequalityofsubmittedassessments improve when some for m of self-ass ess ment is included and some studies have reported better performance in tests among students who engaged in self-assessment withinacourse. Acc ura cy improves over time, and is enhanced by tut or feedback. Moderation The self- assessmen t task should be moderated. While the studenthasprovidedtheirownfeedback,thereshouldalso be some level of feedback from the tutor to support or, if needsbe,refocusthest udentsownappra isal. Any moderation should be relatively light touch, so as not to undermine the self- or peer -assessment pr ocess by discountingthestudents’appraisalinfavourofthetutors. For gr aded assessment s, some tutors ag r ee e wi th the students that both student and tutor will assess the work. If the grades awarded are within, for example, 5% of each otherthent hehighergradewillstand. Peer-Assessment Peerassessmentistheprocessofinvolvingstudentsinthe appraisal of their peers’ work. Peer-assessment can be of individual orgroupworka ndcanbea nonymousornot. Si mil ar to sel f- as se s sm ent, st udies ha ve sh o wn th at studentsbenefitfromengaginginpeerassessment.There aresomepr erequisitest osuccessout linedbelow. Assessmenttypes There are many s uit ab le a ss essment types for peer- assessmen t, given adequ ate preparation and training for st udents. Among those are pr es enta ti ons, annotated bibliographies ,practic alwork, postersandportfolios. SelfandPeerAssessment Studieshave shownthatby actively involvings tudentsinthe assessmentproc ess,wecan encouragestude ntstobecome moreresponsible ,self-di rectedlearner s.Twowaysof achieving thisareth roughselfa ndpeerassessment. Examplecoversheetcontent Name,Assignmentdetails,etc… Pleaseprovideashortcommentaryoutlining.... Strengths:’_______________________________ _________ ______ As pects that coul d be impr oved/diff iculties encountered:_____________________________ _________ ______ Tutor’scomments: _________ _________ ______ ---------------------------------------------------------------- Student grade: ☐ Tutorgrade: ☐

self and peer assessment quickguide

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