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Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
Harris, Lois Brown, Gavin T. L.
Harris, Lois
Brown, Gavin T. L.
Author
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.
Keywords
Peer-assessment, Self-assessment, Teacher and student perspectives, Elementary/secondary education, New Zealand, Formative assessment
Date
2013
Type
Journal article
Journal
Teaching and Teacher Education
Book
Volume
36
Issue
Page Range
101-111
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled