The purposes of this briefing are to alert you to the roles which can be played by student self-assessment, peer-assessment and group assessment to enhance students’ learning, and to diversify the range of assessment approaches and formats used in higher education.
The briefing explores how to introduce and implement these different forms of assessment, and discusses the extent to which they can be made valid, reliable and transparent to students (and to those reviewing the quality of assessment in higher education). A further aim of this briefing is to increase your own belief in the value of adopting one or more of these assessment tactics into your own assessment strategy.
Author(s): Phil Race
Series: Assessment Series, 9
Publisher: LTSN Generic Centre
Year: 2001
Language: English
Pages: 31
Summary 3
Self-assessment, peer-assessment and group assessment 4
Why involve students in their own assessment? 6
Why diversify assessment? 8
What’s in it for tutors? 10
What are the risks? 11
Principles of assessment 12
Implementing student self-assessment 13
Implementing student peer-assessment 16
Assessing student group work 17
Enhancing learning using self, peer and group assessment 21
Conclusion 23
Appendix 1: illustration of processes whereby students can develop ownership of criteria to be used in peer-assessment 24
References and further reading 27
