My interest in comparing peer and self assessment techniques lies in the influence that may have on student learning. The key question is, what might students be expected to learn or gain from participating in either activity, and perhaps more fundamentally, is it any use? This article is based upon my experience of using self assessment over the past six years and of implementing peer assessment during the last academic year, when I was able to monitor these processes in two parallel level one undergraduate modules that I lead at University of Brighton Business School. In both cases the techniques were used as a form of formative, pre-assessment, with final grades being tutor awarded. The article will aim to give short theoretical definitions of both peer and self assessment, before detailing the background to design and implementation of peer and self-assessment in the two parallel modules and then to offer a comparison of the outcomes of each. The paper will then report the findings of a small study of peer, self and tutor awarded grades, before turning to providing some arguments for peer and self assessment, and then finally coming to some general conclusions and identifying some further questions for consideration.
|Title of host publication||Making teaching more effective|
|Place of Publication||Brighton, UK|
|Publisher||University of Brighton Press|
|Number of pages||8|
|Publication status||Published - 2007|