Mark my words: Self and peer assessment as an aid to learning

Abstract

Oh wad some pow'r the giftie gie us, Tae see oursel's as ithers see us! It wad frae monie a blunder free us, An' foolish notion (To a Louse, Burns (Scottish poet) (1759-96)).Know thyself (Inscription on the Oracle of Apollo at Delphi, Greece, 6th century BC).Although the detailed evaluation reported here is of a participative approach to assessment, the approach was just a part of a serious attempt totally to immerse the students in the entire learning experience. The module learning outcomes were a given factor but were broad enough to allow interpretation. Detailed outcomes, class activities, discussions and assessments were all discussed and agreed. The objectives of using a combination of staff, self and peer assessment were fully discussed and agreed prior to implementation.

Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden

“…The quality of learning is improved using methods such as peer assessment in higher education (McDowell and Mowl 1996). To sum up, self and peer assessment are to be preferred in higher education, since these methods enhance learning and develop student assessment skills (Norrie 2003). These methods can also develop evaluative "expertise" (Carless 2015), promote "assessment literacy" (Price et al 2012) for students, and enhance learning.…”