Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation

Journal article

Harris, Lois and Brown, Gavin T. L.. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education. 36, pp. 101 - 111. https://doi.org/10.1016/j.tate.2013.07.008
AuthorsHarris, Lois and Brown, Gavin T. L.
Abstract

Peer- and self-assessment (PASA) are student-led assessment practices with the potential to positively affect achievement. Case studies of three New Zealand classrooms were examined to explore teacher and student perspectives of and purposes for PASA. Four themes (i.e., improvement, accountability, social interaction, and accuracy) were identified. Teachers cited mainly improvement purposes for PASA, with students primarily focused on accuracy and social interaction concerns. Data indicated that these teachers and students needed deeper understanding of how to use PASA for improvement and self-regulation purposes. This suggests teachers must provide concrete instruction in PASA and carefully manage interpersonal issues for successful implementation.

KeywordsPeer-assessment; Self-assessment; Teacher and student perspectives; Elementary/secondary education; New Zealand; Formative assessment
Year2013
JournalTeaching and Teacher Education
Journal citation36, pp. 101 - 111
PublisherElsevier Australia
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2013.07.008
Scopus EID2-s2.0-84883286962
Page range101 - 111
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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