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Self and peer assessment is about revision and improvement. It enables students to independently assess their own and other students’ progress with confidence rather than always relying on teacher judgment. When students self and peer assess, they are actively involved in the learning process and their independence and motivation is improved.
Students who can look at their work, and judge the degree by which it reflects explicitly stated goals or criteria, can assess the quality of their work and revise it accordingly.
Effective self and peer assessment supports students to identify their next learning steps.
Student capability in self and peer assessment is developed through:
- teachers deliberately modelling and scaffolding the skills and processes
Effective self and peer assessment requires:
- exemplars clearly demonstrating what is being learnt
- clear and specific success criteria on manageable chunks of learning
- opportunities for students to identify success and a place for improvement
- opportunities for students to make improvements independently.
Professional learning resource
Download this slide presentation for further professional development. It identifies strategies to implement and maintain self and peer assessment in the classroom through suggested readings and classroom activities.
Self and peer assessment
(PowerPoint 2 MB)
References and readings
Absolum, M. (2006). Clarity in the classroom. Auckland: Hodder Education.pp 98–117.
Andrade H. and Valtcheva, A. (2009). Promoting Learning and Achievement through Self Assessment, Theory into Practice, Vol 48 pp 12–19.
Topping, K.J. (2009), Peer Assessment, Theory into Practice, Vol 48 pp 20–27.
Wiliam, D. When is assessment learning-oriented? 4th Biennial EARLI/Northumbria Assessment Conference, Potsdam, Germany, August 2008. http://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations.html
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