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SELF AND PEER

ASSESSMENTPresented By: Anshula Dua

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AIMS OF SELF AND PEER

ASSESSMENT

• Increase student responsibility and autonomy

• Strive for a more advanced and deeper understanding of thesubject matter, sills and processes

• lift the role and status of the student from passive learner to

active leaner and assessor

!this also encourages a deeper approach to learning"• involve students in critical reflection

• develop in students a better understanding of their o#n

subjectivity and judgment

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SELF ASSESSMENT

Self$assessment is a process #hich deals #ith the value of

self confidence% &e should be a#are of the fact that

#oring alone has its o#n value and importance though it

is often underrated% It is lined #ith introspection, self$

discovery and self$reali'ation%

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(ont%% )earner evaluate himself in various forms, journali'ing,

taing tests, #riting revisions of #or, asing *uestions, and

through discussions%

&hen students evaluate themselves, they are assessing #hat

they no#, do not no#, and #hat they #ould lie to no#%

+hey begin to recogni'e their o#n strengths and #eanesses%

+hey become more familiar #ith their o#n beliefs, and

possibly their misconceptions%

After they self$evaluate they #ill be able to set goals that

they feel they can attain #ith the ne# no#ledge they have

about themselves%

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What is self assessment?Andrade and Du (2007) provide a helpful

denition of self-assessment that focuses onthe formative learning that it can promote:

Self-assessment is a process of formativeassessment during hich students re!ect onand evaluate the "ualit# of their or$ andtheir learning% &udge the degree to hich the#re!ect e'plicitl# stated goals or criteria%identif# strengths and ea$nesses in theiror$% and revise accordingl# (2007% p*0)

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Why self-assessment? +elf-evaluation ,uilds on a natural tendenc# to chec$ out the progress of

ones on learning

.urther learning is onl# possi,le after the recognition of hat needs to ,e

learned /f a student can identif# hisher learning progress% this ma# motivate

further learning

+elf-evaluation encourages re!ection on ones on learning

+elf-assessment can promote learner responsi,ilit# and independence

+elf-assessment tas$s encourage student onership of the learning

+elf-assessment tas$s shift the focus from something imposed ,# someoneelse to a potential partnership

+elf-assessment emphasi1es the formative aspects of assessment

+elf-assessment encourages a focus on process

+elf-assessment can accommodate diversit# of learners readiness%e'perience and ,ac$grounds

+elf-assessment practices align ell ith the shift in the higher educationliterature from a focus on teacher performance to an emphasis on student

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ont3+elf-assessment ,egins to shift the culture from a prevalent

one in hich students underta$e assessment tas$s solel# inthe spirit of pleasing the lecturer (4oud% 556) .ocus shiftsaa# from satisf#ing the lecturer and more toards the

"ualit# of the learning 4oud (556)% tal$ing a,out theorigins of his long interest in self-assessment% invo$es apicture of the a# in hich so man# student assessmentendeavours are misdirected% hen he comments there asa slo daning that it as not others / should ,e satisf#ing

in m# learning endeavours% ,ut m#self8 (p 9)+elf-assessment ith its emphasis on student responsi,ilit#

and ma$ing &udgments is a necessar# s$ill for lifelonglearning8 (4oud% 556% p) Additionall#% the self-assessment process can help to prepare students not &ust

to solve the pro,lems e alread# $no the anser to% ,ut tosolve pro,lems e cannot at the moment even conceive8

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How to imlement self-

assessment

/ntensive conversations ith students need to

occur ,efore introducing an# self-assessmentpractices /t is particularl# important toe'plore the assumptions and principles thatunderlie the self-assessment innovation/ntroduce the concept and ,egin providingpractice opportunities ver# earl# in a paper if#ou are going to use it oach students in self-assessment using e'amples and models

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4oud (556) argues that the a# in hich self-assessment isimplemented is critical to its acceptance ,# students Accordingto 4oud (556)% the implementation process needs to include:

A clear rationale: what are the purposes of this particularactivity?

Explicit procedures—students need to know what is expected ofthem.

Reassurance of a safe environment in which they can e honestaout their own performance without the fear that they will

expose information which can e used a!ainst them."on#dence that other students will do likewise$ and that

cheatin! or collusion will e detected and discoura!ed %&oud$'(()$ p.'*+,.

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ont3 +tudents should ,e involved in esta,lishing the criteria for &udgment as ell

as in evaluating their on or$ (4oud% 556) ;egardless of the a#s inhich the criteria are set up% students need to ,e a,solutel# clear a,out thestandards of or$ to hich the# are aspiring% and if possi,le% have practicein thin$ing a,out sample or$ in relation to these criteria

+elf-assessment needs to ,e designed to ,e appropriate for particular

discipline conte'ts +elf-assessment can ,e used in con&unction ith peer and teacher

assessment

+elf-evaluation can ,e integrated into most learning activities ,# regularl#providing opportunities for students to identif# or re!ect on their progress inrelation to particular learning outcomes

+tudents can ,e invited to monitor their progress in the attainment ofpractical s$ills according to agreed on and ell understood criteria

+tudents need coaching% practice and support in the development of self-assessment a,ilities

<uch of the self-assessment literature argues that self-assessment canenhance learning most e=ectivel# hen it does not involve grading .or

e'ample% >ir,# and Dons (2007) argue for the ,enets of a formative%lo sta$es% criterion-referenced assessment8 (p50)

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E!amles

A simple self-assessment example:

+tudents are invited to complete a simple self assessment sheet

according to agreed criteria and su,mit it ith a completedassessment @o e'tend the ,enets of the e'ercise% students can ,e

as$ed to e'plain h# the# evaluate themselves in particular a#s+tudents can ,e aarded a percentage for completing the assessmentor graded for the "ualit# of their rationale for their self-assessment+tudies that evaluated the use of a simple self-assessment component

li$e this report a num,er of ,enets ne of the most interesting is the

feed,ac$ from students that the self-assessment re"uirement made

them return regularl# to the criteria as the# ere or$ing onthe assignment and $eep chec$ing their on performance against

them (Andrade B Du% 2007% p**) @his heightened engagement ith

the implications of criteria can help deepen students understanding ofhat constitutes "ualit# learning

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sin! self-assessment in comination

with other forms of assessment: @his can ,e done in most assessment conte'ts .or

e'ample% students can ,e re"uired to present a self-assessment in relation to agreed criteria for

activities such as class participation or presentationA self-assessment component li$e this can ,erearded in a num,er of a#s @he teachers ma#decide on a nal mar$ hich is the average mar$,ased on a com,ination of self and teacher (andorpeer assessment) Alternativel#% the teacher canassign a mar$% ,ut an additional percentage isaarded ,ased on the "ualit# of the students self-assessment and e'planations for the assessment

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Advantages:

Self$ assessment is the first essential step in any assessment process%

It is an epected part of student professional performance and can

provide information useful for planning and student improvement.

It helps teacher also to #rite evaluating various aspects of the performance indicating their strength and weakness.

It helps the teacher to get an opportunity to think, reflect and #rite

do#n the lac points%

/t helps the students to "et a #ette$ i%ea of the goals thatthe# are tr#ing to reach

+tudents can ta$e responsi,ilit# for their own lea$nin"&

student get a chance to predict their main targets for the coming year

and thin about their areer advanement%

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Disadvantages Tea(he$ fee% #a()* +tudents can ,e undecided or

if the# havent received enough feed,ac$ from theteacher% the# ma# have dou,ts regarding to the

progress +ons(io,sness* +tudents need to have a ver# high

degree of consciousness% so the# can ,e a,le toanal#1e the errors that the# have made

Fo$mat #ase% lan * +elf-assessment can ,e ver#time consuming% so as teachers e have to plan it,efore and rite an ade"uate format% so it doesntta$e students too long to anser it% and so it is eas#to chec$

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ont la() of mat,$ity: +ome students are not read#

to have a self-assessment tas$% mostl# ,ecausethe# arent aare of the seriousness or

importance of the process Lan",a"e * /t implies $noledge a,out

language and learning hich most secondlanguage learners dont have

+elf-assessment onl# or$s if students have,een trained to self-assess themselves

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!EE" ASSESSMENT

Students individually evaluated each other-s contribution

using a predetermined list of criteria or may be evaluated

by teacher also%

.rading is based on a predetermined process, but most

commonly it is an average of the mars a#arded by

members of the group

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What is peer assessment?

Eeer assessment re"uires students toprovide either feed,ac$ or grades (or ,oth) totheir peers on a product or a performance%,ased on the criteria of e'cellence for thatproduct or event hich students ma# have,een involved in determining8 (.alchi$ov%2007% p92)

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Why use peer

assessment?.alchi$ov (2007) reminds us that peer learning ,uilds on a process that is part

of our development from the earliest #ears of life (it is the practice of formaleducation and the centralit# of the teacher that ma$es us lose sight of this)

Eeer feed,ac$ can encourage colla,orative learning through interchangea,out hat constitutes good or$

/f the course ants to promote peer learning and colla,oration in other a#s%then the assessment tas$s need to align ith this /t is

also important to recogni1e the e'tra or$ that peer learning activities ma#re"uire from students through the assessment 4oud% ohen B +ampson(555) o,serve that if students are e'pected to put more e=ort into a coursethrough their engagement in peer learning activities% then it ma# ,enecessar# to have this e=ort recogni1ed through a commensurate shift inassessment focus8 (p*)

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Eeer learning dras on the cognitive apprenticeship model8 (>vale% 200*)

+tudents can help each other to ma$e sense of the gaps in their learning andunderstanding and to get a more sophisticated grasp of the learning process

@he conversation around the assessment process is enhanced ;esearch evidenceindicates that peer feed,ac$ can ,e used ver# e=ectivel# in the development ofstudents riting s$ills

+tudents engaged in commentar# on the or$ of others can heighten their oncapacit# for &udgment and ma$ing intellectual choices

+tudents receiving feed,ac$ from their peers can get a ider range of ideas a,out

their or$ to promote development and improvement

Eeer evaluation helps to lessen the poer im,alance ,eteen teachers and studentsand can enhance the students status in the learning process

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@he focus of peer feed,ac$ can ,e on process%encouraging students to clarif#% revie andedit their ideas

/t is possi,le to give immediate feed,ac$% so

formative learning can ,e enhanced Eeerassessment processes can help students learnho to receive and give feed,ac$ hich is animportant part of most or$ conte'ts

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How to imlement ee$ assessment

@he evidence suggests that students ,ecome ,etter at peer assessment ithpractice (.alchi$ov% 2007) +tudents need practice to gain condence in peerassessment and to ,ecome more competent at it ther classroom practices canalso help to prepare students for peer assessment% such as e'change anddiscussion of lecture notes

<a$e sure the criteria for an# piece of peer assessment are clear and full#discussed ith students (negotiated ith them if circumstances are appropriate)

+pend time esta,lishing an environment of trust in the classroom

@r# to ensure that #our learning environment incorporates peer learning andcolla,oration in a range of a#s

4e aare that introducing mar$s creates a further set of comple' issues% ,ut if#ou do decide to get peers to aard mar$s these mar$s should ,e onl# one of anum,er of di=erent mar$s aarded to a specic product or process Fenerall#% asthe most valua,le aspect of peer assessment is its potential to enhance learning%mar$s can cloud matters as the# tend to preoccup# people at the e'pense ofever#thing else

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E!amles

Exchan!in! notes

A simple introduction to the concept of peer

feed,ac$ is to invite students to e'change

lecture notes in the nal segment of a class andto discuss perceived gaps and di=erences in

understanding @his can ,e done on a regular

,asis and has man# potential ,enets /t gets

students used to discussing their or$ ith theirpeers% it can help to ,uild a colla,orative

environment and it helps students to improve

and enhance their understanding

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eer editin! and

feedack @here are man# di=erent variants of this form of peer feed,ac$ssentiall# students prepare a draft of a section of anassessment and ,ring it to class +tudents usuall# or$ in smallgroups and copies of the drafts are circulated to group mem,ers

riteria for feed,ac$ have ,een discussed and negotiated,eforehand or some $e# "uestions have ,een developed forstudents to use +tudents ta$e turns in providing oral feed,ac$on their peers drafts /t is helpful if group mem,ers rite donsome comments in relation to the criteria or "uestions and givethese to the riter (prior to implementing peer editing% studentsshould ,e given e'amples to practice ith and ,e coached in thefeed,ac$ process) A stud# ,# Goc$hart B Hg (cited in van den4erg% Admiraal B Eilot% 200*) argued that students interact iththeir peers in four ,asic a#s in the peer assessment process:

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Authoritative reader points out errors or shortcomings in the riting

/nterpretative reader ants to discuss ideas emerging hen reading thete't8 (van den 4erg et al% 200*% p20)

Ero,ing readerolla,orative reader

@he pro,ing and colla,orative readers are tr#ing to get the riter toarticulate and clarif# their intentions - these modes of interaction appearto ,e more productive for the improvement of the riting "ualit# @his isorth ,earing in mind hen tal$ing ith students a,out the $ind of

"uestions that might ,e useful to as$ in the peer feed,ac$ process/ptimum desi!n elements for peer assessment

+tudies sho man# variants of the use of peer feed,ac$ for improvingriting Ian den ,erg et al (200*) e'perimented ith seven di=erent peerassessment designs and arrived at the folloing list of optimal elements:

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Advantages:

• /ncourages student involvement and responsibility%

• /ncourages students to reflect on their role andcontribution to the process of the group &or%

• 0ocuses on the development of student1s judgment

sills%

• Students are involved in the process and are encouragedto tae part o#nership of this Process%

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(ont%%• Provides more relevant feedbac to students as it is

generated by their peers%

• It is considered fair by some students, because each

student is judged on their o#n (ontribution%

• &hen operating successfully can reduce a lecturer-s

maring load%

• (an help reduce the 2free rider1 problem as students area#are that their contribution #ill be graded by their peers%

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Disadvantages:

• Additional time can increase a lecturer1s #orload%

• Students #ill have a tendency to a#ard everyone the

same mar%

• Students feel ill e*uipped to undertae the assessment%

• Students may be reluctant to mae judgments regarding

their peers%

• At the other etreme students may be discriminatedagainst if students 2gang up1 against one group member%

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+han 3ou

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202-160429103551