Self and Peer Assessment in School and University: Reliability, Validity and Utility

Topping, Keith J.

doi:10.1007/0-306-48125-1_4

Cited by 227 publications

(230 citation statements)

References 101 publications

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“…The students would consider how effectively they finished group work and examine reflexively their own behavior as members of group. And what's more, peer and selfassessment practices contribute to strengthening students' learning including the improvement of life-long skills, metacognitive competencies or affective abilities (Brew 1999;Topping 2003). Brew (2003) argues that involving students in their own assessment is increasing, whether self-assessment or peer assessment, and leads the students to develop the skills of independent, autonomous judgment.…”

Section: Analysis Of the Resultsmentioning

confidence: 99%

Peer- and self-assessment: A Case Study to Improve the Students’ Learning Ability

Ying¹,

Chen²

2016

JLTR

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Abstract-Current assessment practices in college English in China do not develop students' abilities to reflect on their own learning. Peer-and self-assessment, the self-reflection phrase, can be seen as a means to tackle this problem. The purpose of the study was to explore the potential to take Peer and self-assessment as an effective method to change the way of students' learning. An analysis of 60 students from Lanzhou University of Finance and Economics showed that peer and self-assessment can change the way the students' learning. These two forms of assessment are often used in combination with each other. Implementation of these forms of assessment can involve the development of a learning teaching environment and shift the students' learning methods from surface approaches to learning to deep approaches to learning gradually.Index Terms-self-assessment, peer-assessment, surface approaches to learning, deep approaches to learning

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Section: Analysis Of the Resultsmentioning

confidence: 99%

Peer- and self-assessment: A Case Study to Improve the Students’ Learning Ability

Ying¹,

Chen²

2016

JLTR

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“…PA is central to AfL and FA because it involves students in assessment, generates feedback that might be useful to the evaluated peer, and also gives the peer assessor insights as to how their own work might be improved (i.e., an indirect self-assessment) (Dochy, Segers, & Sluijsmans, 1999;Reinholz, 2015). Additionally, PA helps students to become more self-regulating and use more advanced learning strategies when performing a task (Topping, 2003). While, there is research about peer assessment effects on learning (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…While, there is research about peer assessment effects on learning (e.g. Dochy, Segers, & Sluijsmans, 1999) and its reliability and validity (e.g., Topping, 2003), there is less research on classroom use of PA.…”

Section: Introductionmentioning

confidence: 99%

“…Empirical work has generally established that PA can be a reliable source of information about students' performance (Falchikov & Goldfinch, 2000;Topping, 2003). However, while teachers express concern about student accuracy in PA, this belief may not be a deciding factor when teachers choose to implement PA in the classroom.…”

Section: Teachers' Peer Assessment Use and Beliefsmentioning

confidence: 99%

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Teachers’ reasons for using peer assessment: positive experience predicts use

Panadero

Brown

2016

Eur J Psychol Educ

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription forms of PA and half of the teachers considered the students were accurate when assessing peers. Confirmatory factor analysis and structural equation modeling were used to examine relationships of attitudes and beliefs to self-reported frequency of using of PA. The self-reported frequency of using PA was strongly predicted by teacher experience of PA which included positive reasons for using PA, rather than negative obstacles for avoiding, prior use, and beliefs that students should participate in assessment, and willingness to include PA in grading.

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“…Skills in communication, critical thinking, self-learning, self-and social awareness, empathy, and sensitivity to cultural differences are developed. In higher education, students find peer evaluation "less anxiety-provoking" p. 72 [18] as students enjoy the sense of ownership and direct involvement in judging the quality of student achievements [19]. On going and immediate teacher feedback is invaluable from the formative view point.…”

Section: Learning Progressionmentioning

confidence: 99%

Reflective Blogging: Education in a Social Constructivist Environment – A Case Study

Sharma¹

2012

IJEEEE

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Abstract-The emergence of e-learning is an educational trend that aligns appropriately with contemporary technological change. The 21 st century learner expects self-directed facilitation characterised by various communication and social networking platforms. These collaborative networks offer interactive learning environments that cater to individual learning preferences. Accessibility to a wide range of personal and professional communities simultaneously broadens the scope of the educational as well as the personal experience for the learner.E-learning settings continue to enrich the learning experiences of today's digital natives. Advanced e-learning technologies, such as Web 2.0, provide a foundation for dynamic interaction between learner and teacher. These learning technologies provide the "basis for enhancing teaching and learning in virtually any discipline, providing an environment that stimulates reflection, critique, collaboration, and user generated content-i.e. a social constructivist environment." The dynamic interactive online spaces created by podcasts, vodcasts, wikis, instant messengers (IM), social bookmarks and weblogs, build a community of practice open to collaborative discussion which generates reflection and critical thinking, ultimately creating discerning global citizens.The concept of reflective practice is the cultivation of the capability to reflect in action whilst doing something, and to reflect on action -after it has been done. This reflective writing pedagogy creates an alternative to the traditional education approach of theory first and then practice. In modern day terms it may be assumed that blended learning extends this reflective writing pedagogy using Web 2.0 technologies as an interface for reflection.Weblogs were introduced as a platform for reflection in an Applied Technology undergraduate course. This case study demonstrates the student perceptions of weblogs, its application and challenges as well as its validity as a reflective medium. The themes that emerged substantiate that weblogs promote collaboration and track learning progression of individual students. However the level of familiarity with the technology and ICT skills impacted on performance. Social constructivism evolved through the intersubjectivity of the community of practice and supported collaborative learning.

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Self and Peer Assessment in School and University: Reliability, Validity and Utility

Cited by 227 publications

References 101 publications

Peer- and self-assessment: A Case Study to Improve the Students’ Learning Ability

Peer- and self-assessment: A Case Study to Improve the Students’ Learning Ability

Teachers’ reasons for using peer assessment: positive experience predicts use

Reflective Blogging: Education in a Social Constructivist Environment – A Case Study

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