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When using assessment as learning in the classroom, peer and self-assessment is an effective approach to enhance the learning of students. Explicitly teaching students how to assess their own work, and the work of their peers, has many benefits. It promotes student understanding of their learning, and provides opportunities for critical analysis of their own efforts encouraging them to become more autonomous learners.
Peer and self-assessment is an essential aspect of ‘assessment as learning’ (formative assessment):
Meaningful peer and student self-assessment have the potential to positively contribute to student learning and achievement.
An upward cycle of learning results when students confidently set learning goals that are moderately challenging yet realistic, and then exert the effort, energy, and resources needed to accomplish those goals. (Ross, 2006)
Through explicit instruction and modelling, teachers can develop their students’ skills in peer and self-assessment to support their development as more independent learners. For more detailed information about ‘assessment as learning’ or to check understanding about the similarities and differences between assessment for learning, assessment as learning and assessment for learning, refer to Aspects of assessment. What it looks like for teachers and studentsFor teachers:
For students:
What it sounds like for teachers and studentsFor teachers:
For students:
What it feels like in the classroomA classroom where:
Peer and self-assessment involves students using information to improve their learning and that of their peers. While there is considerable overlap between peer and self-assessment, each of these will be explored separately so that teachers can explicitly teach and model these vital learning skills.
Peer assessment involves students assessing each other's work according to a set of criteria and offering feedback suggestions. Prerequisites for peer assessmentIt occurs best when students are accustomed to and comfortable with:
Successful peer assessment takes time and practice. Teachers need to explicitly teach and model how to provide feedback before handing this important aspect of students' learning to the students. How to introduce it
For more detailed information about peer-assessment see Introducing peer assessment and Strategies for student peer assessment.
When teachers explicitly teach students to become effective self‐assessors, they become empowered to take charge of their own learning – a necessary skill for lifelong learning. For most students, it's recommended that peer assessment precedes self-assessment, though some students may be able to engage in the two processes simultaneously.
As with peer assessment, self-assessment takes time and practice and teachers need to explicitly teach and model how to self-assess before students are expected to use self-assessment effectively.
In order for students to be successful self-assessors they need to be accustomed to:
As a result of implementing peer assessment the teacher will be:
For more detailed information about self-assessment see Introducing self-assessment and Strategies for student self-assessment.
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