Akram Al-Atabi. University of Baghdad

1. University of Baghdad
Collage of Education / Ibn Rushed for Human Sciences
Department of English
M.A. Study
Guidelines for Self- and Peer-Assessment
A Week Paper
Submitted by:
M.A Candidate : Akram J. N. Nasser
Methods Of Teaching English
Supervisor by Asst. Prof. Dr.
Sundus
2020 H.A 1441 A.H

2. Guidelines for Self- and Peer-Assessment
Self-and peer-assessment are among the
best possible formative types of assessment
and possibly the most rewarding, but they
must be carefully designed and
administered to reach their potential.
The four guidelines will help teachers bring
this intrinsically motivating task into the
classroom successfully.

3. 1. Tell students the purpose of the assessment.
Self-assessment is a process that many students-
especially those in traditional educational
systems will initially find quite uncomfortable.
They need to be sold on the concept. It is
therefore essential that you carefully analyze the
needs that will be met in offering both self- and
peer-assessment opportunities and then convey
this information to students.

4. 2. Define the task(s) clearly.
Make sure the students know exactly what
they are supposed to do. If you are offering
a rating sheet or questionnaire, the task is
not complex, but an open-ended journal
entry could leave students perplexed about
what to write. Guidelines and models are of
great help in clarifying the procedures.

5. 3. Encourage impartial evaluation of
performance or ability.
One of the greatest drawbacks to self-
assessment is the inevitable subjectivity of the
process. By showing students the advantage of
honest, objective opinions, you can maximize
the beneficial washback of self-assessments.
Peer assessments are subject to unreliability as
students apply different criteria to their peers.
Clear evaluation criteria can go a long way
towards promoting objectivity.

6. 4. Ensure beneficial washback through follow-up
tasks.
It is not enough to simply toss a self-checklist at
students and then walk away. Systematic follow-
up can be accomplished through further self-
analysis, journal reflection, written feedback
from the teacher, conferencing with the teacher,
purposeful goal-setting by the student, or any
combination of these.

7. how self and peer assessment develops intrinsic
motivation
The motivation experienced by students categorised
as extrinsic or intrinsic. The experience of deep
learning is strongly related to intrinsic motivation; and
surface learning is strongly related to extrinsic
motivation . Students will not develop capabilities in
areas such as critical thinking, creative thinking,
problem-solving, communication and teamwork
unless they experience deep learning.

8. We can be categorized Motivation into two types,
Intrinsic and Extrinsic motivation.
Intrinsic motivation, is a drive that comes from within
person, students are intrinsically motivated when
they enjoy doing an activity.
Extrinsic motivation, is a drive that comes from
outside of a person, students are extrinsically motived
when they want to gain a reward like, prize or a good
grade or to avoid a punishment