2. Tip to be covered
 Tips to be covered
 Introduction
 What is assessment
 What is self and peer assessment
 Why self and peer assessment
 Disadvantages of self and peer assessment
 The aim of self and peer assessment
 21st century tools used in self and peer assessment
 Preparing students for self or peer assessment
 Summary

3. Introduction
Assessment can be more successful when
students are involved in developing the
Assessment. When students assess self and each
other's using a predetermined list of criteria,
there is increase student responsibility and
autonomy as they gain a greater understanding
of the subject matter, skills and processes.

4. What is assessment
In education assessment is the process
of documenting in measurable terms,
the knowledge, skills, attitudes, and beliefs of
students.

5. Types of assessment in 21st century
classrooms
Assessment

6. What is self assessment
• Self-Assessment in education is an
examination of oneself to identify strengths
and weaknesses in an effort to make
worthwhile improvements in ones learning.

7. What is peer assessment?
• Peer Assessment is assessment which involves
a student judging the work of another
student.

8. Why self and peer assess?
 The learners are more self-reliant and their learning
motivation is higher with peer assessment (Weaver &
Cotrell, 1986 and Falchikov, 1986).
 The opinions of other learners are more effective than
grade points in inducing the learner’s self-reflection
(Weaver & Cotrell, 1986).
 By evaluating others, the assessor is able to learn from
the other’s work, which induces self-reflection
(Falchikov, 1986).
 Feedback from other learners who have similar
backgrounds is readily understood (Falchikov, 1986).

9. Why self-assess
Mats Oscarsson (1989) outlined the following as
reasons why self-assessment can be beneficial
to learning.
 it gives learners training in evaluation which
results is beneficial to the learning process
 it gives both students and teachers an greater level of awareness of
perceived levels of abilities
 it highly motivates students to become goal-oriented
 it allows for a range of assessment techniques in the classroom
 it gives the students participate in their own evaluation
 it allows the learner to broaden his range of experience within the realm
of assessment.

10. Why peer-assess
it helps to improve student’s social and communication
skills.
it has the potential to provide immediate support in
the classroom.
it helps the students expose misconceptions.
it gives the teacher the opportunity to stand back,
observe and make focused interventions.
it helps students take more responsibility for their own
learning
it helps students to develop the skills needed in the
world of work

11. Disadvantages of self and peer
assessment
students may not be willing to make
judgements about their peers.
Students may feel that they are not equipped
to carry out the assessment.

12. The aims of self and peer assessment
 to increase student responsibility and autonomy
 to strive for a more advanced and deeper understanding of
the subject matter, skills and processes
 To change the role and status of students from passive learner to
active learners and assessors
 to involve students in critical reflection
 To develop in students a better understanding of their own
subjectivity and judgement.

13. 21st Century instrument used in self
and peer assessment
Checklists: These contain a list of behaviors or
specific steps, which can be marked
as Complete/Incomplete, Yes /No,
etc.
Rubric: A rubric is a scoring tool that explicitly
represents the performance
expectations for an assignment or piece
of work.

14. Preparing students for self or peer
assessment
introduce students to the concepts and
elements of assessment against specified
benchmarks in the first weeks of class when
you explain the unit of study outline.
take time at the beginning of the unit of study
to discuss what is expected.
provide students with guidance on how to
judge their own and others’ work.

15. Summary
Self and peer assessment enable students to
independently assess their own as well as other
students’ progress with confidence. When
students self and peer assess, they are actively
involved in the learning process and their level
of motivation will improved.

16. References
• Oscarsson, M. (1997) “Self-Assessment of Foreign
and Second Language Proficiency”. In The
Encyclopedia of Language and Education, Vol. 7.
Kluwer Academic Publishers, pp 175-187.
• Guthrie, J.T., Solomon, A. & Rinehart, J.M. (1997).
Engagement in Reading for Young Adolescents.
Journal of Adolescent & Adult Literacy; v40 n6
p438-46 Mar 1997. [EJ 547 197]
• n.wikipedia.org/wiki/Peer_assessment e