Self and peer assessment

1. Self- and Peer
Assessment
LESSON 5.2

2. Learning Outcomes:
a. Make a self- and peer
assessment tool;
b. Conduct self- and peer
assessment.
2

3. SELF-ASSESSMENT
1
3

4. SELF-ASSESSMENT
Self-assessment is one of the
processes of formative assessment
that allows learners to reflect and
evaluate the quality of their own
output, to critic the degree to which
they achieve learning goals and
meet standards, identify strong
points and recognize weaknesses in
their work, and improve accordingly
(Andrade and Du, 2007 as cited by
Spiller, 2012).
4

5. Importance of Self-Assessment (Spiller, 2012)
◎Self-assessment
shapes learners'
natural affinity to
improve.
◎Self-assessment
motivates
learners to
continue learning
once they have
identified their
learning progress
and recognized
what needs to be
learned further.
◎Self-evaluation
encourages
metacognition.
◎Self-assessment
develops
responsible and
independent
learners.
◎Self-assessment
tasks help
students to own
their learning.
◎Self-assessment
accentuates
"assessment for
learning"
(Formative
aspect) 5

6. How to use self-assessment (Boud, 1995
as cited by Spiller, 2012)
◎Clear rationale:
what are the aims
of this activity?
◎Explicit
procedures—
clear
expectations, and
standards must
be
communicated to
the learners
◎Reassurance – students
must be assured that
whatever they write will
be treated with
confidentiality and will
not be used against
them so that they will be
honest on what they
write about their own
performance.
◎Confidence that
their classmates
will also do the
same
◎Involve students
in establishing
the criteria for
judgment as well
as in rating their
own work.
◎You may integrate self-
evaluation into most
learning task by giving
opportunities for learners to
identify and reflect on their
progress in relation to the
learning outcomes
6

7. Example of Self-assessment activity
Learners may be asked to complete a self-
assessment report based on the agreed criteria of
the activity. For more benefits, learners can be
asked to provide an explanation as to why they
rated themselves that way. They can be awarded a
percentage for completing the assessment or
graded for the quality of their rationale for their self-
assessment. (Spiller, 2012)
7

8. PEER ASSESSMENT
2

9. PEER ASSESSMENT
Peer assessment requires learners
to give feedback or grades (or
both) to their classmates/peers on
the quality of a product or
performance based on the criteria
and standards agreed. (Falchikov,
2007 as cited by Spiller, 2012).
Process can be the focus of peer
feedback, thus, encouraging
students to clarify, review and edit
their ideas.
9

10. Why employ peer assessment? (Spiller, 2012)
◎Peer feedback
encourages
collaborative
learning.
◎Students can
help each other
in identifying
their learning
gaps and discuss
ways to
understand
concepts better.
◎Peer feedback can be
useful in developing
students' writing skills.
◎Students can enhance their
capacity to make sound
judgments and develop their
ability to make intellectual
choices.
◎Students receiving feedback
from their classmates can get
other ideas about their work to
promote development and
improvement.
10

11. How to use peer assessment
◎Ensure that assessment criteria are clearly stated and fully discussed
with students.
◎Establish an environment of trust in the classroom.
◎Ensure that classroom learning environment encourages peer
learning and collaboration.
◎It must be noted that giving grades for peer assessment may result to
complex issues, but if there is a need to let peers to give a rating of
their classmates' work, it should only be a portion of the different
grades sources for a particular product or process. Generally, the most
important aspect if peer assessment is its potential to enrich learning
experience and not grades or marks.
11

12. Peer Assessment Guidelines for
Students
◎Respect the work of others.
◎Identify successful features.
◎Think about the learning objective and the
success criteria when suggesting improvements.
◎Word suggestions for improvement positively.
12

13. Example of Peer Assessment
Activities
◎1. Exchanging notes - this is a simple activity that would
require learners to exchange lecture notes at the end of a
class and then they can discuss learning gaps and
differences in understanding concepts. (Spiller, 2012)
◎2. Peer editing and feedback - primarily students are
required to prepare a draft output from a task and bring it to
class. Students can work in small groups, and copies of the
output are distributed to group members. The criteria for
feedback must be discussed beforehand. Some key
questions can also be given to students for guidance.
Students then take turns in providing oral feedback on their
peers' work. It can also be helpful if group members would
take note of the comments and suggestions in relation to the
agreed criteria. (Spiller, 2012)
13

14. The Benefits of Self- and Peer
Assessment
◎Increase student engagement and empower students, and enable greater autonomy
from the teacher.
◎Improve learning outcomes: quality feedback in particular is associated with
substantial learning gains.
◎Reduce the gap between the highest and lowest achievers, while raising
achievement overall.
◎Support more equitable outcomes for all students.
◎Improve motivation and perseverance, and encourage students to seek and know
where to find help.
◎Develop students’ self-regulation skills and metacognition (understanding how they
learn best).
◎Give students a strong sense of self-efficacy for developing their own effective
study habits.
◎Enrich students’ reasoning and improve their communication skills.
◎Help students understand and apply quality criteria to their work.
◎Create a more egalitarian and supportive classroom environment.
14

15. How to Set up Successful Self-
assessment?
1. Explain the benefits of self-assessment. Students who are more
convinced of the learning benefits of self-assessment and feel
supported to undertake self-assessments are more likely to be
rigorous and accurate when undertaking self-assessments.
2. Explicitly teach students how to self-assess and provide ongoing
support. Many students do not innately know how to self-assess.
Teachers need to directly teach students how to self-assess and
provide opportunities for students to practice self-assessment and
receive feedback and assistance. Students, particularly lower-
achieving students, tend to need support to reflect on their learning
and often benefit from guidelines or instructions that they can follow.
Providing students with feedback on their progress enhances the
impact of self-assessment. Also, providing opportunities for students
to engage in group discussion and evaluation supports the accuracy
and impact of self-assessment.
15

16. How to Set up Successful Self-
assessment?
3. Allow students to contribute to creating standards or criteria. When
students contribute to the creation of standards or criteria they tend to
be more engaged and more invested in the self-assessment process.
They also will spend more time, and are more rigorous, in undertaking
their own self-assessment.
4. Create a positive, trusting classroom culture. Students are more
likely to accurately self-assess when they feel their classroom is a safe
space and that they will not be judged. Consider keeping self-
assessments private.
5. Use self-assessment as a formative not a summative assessment
tool. Self-assessment is most successful when it is used as a formative
assessment tool and students know it won’t count towards their
grades. Students are more likely to accurately self-assess, and it also
provides opportunities for students to adapt and revise their approach
to learning.
16

17. Pitfalls to Avoid in Self-assessment
1. A lack of trust and social pressure. If self-assessment is made public,
some students will over-estimate their level of understanding or their
grades to avoid public shame, or to enhance or protect their self-worth.
2. Over- or under- estimating one’s ability. Most people have a
tendency to be unrealistically optimistic about our own abilities and to
believe that we are above average. In general, higher-performing
students tend to be more humble in self-assessment than lower-
performing students. And in certain cultures giving oneself a positive
self-assessment can be considered boastful.
3. Insufficient knowledge to accurately self-assess. Without sufficient
knowledge it is difficult for students to accurately self-assess. This is
particularly the case for novice learners who do not yet have the
knowledge base to accurately self-assess their current learning or the
work they are producing. Even if novices recognize that something is
not working, they frequently struggle to change their actions and
behaviors without external support.
17

18. Pitfalls to Avoid in Self-assessment
4. Students may not be old enough. Younger students
might be less able to accurately self-assess. Research has
found that secondary school and university students appear
to be able to judge more accurately how they have done in
formal tests and assessments.
5. Students’ willingness to self-assess. Students sometimes
are unwilling to self-assess. This might be because they feel
they lack the necessary skills to accurately judge their work,
they are afraid of being wrong or they prefer an expert to
assess their progress and work. Research also suggests that
students often do not understand the benefits of self-
assessment or do not see it as a valuable exercise and so do
not put much effort into the self-assessment process. 18

19. Assessment Tools for Peer and Self-
assessment
1. Rubrics
Rubrics are an assessment tool which include two types of
information:
◎ a list of criteria for assessing the important goals of the
task
◎ a scale for grading the different levels of achievement in
each of the criteria, with a description for each
qualitative level.
19

20. Assessment Tools for Peer and Self-
assessment
Using a rubric, students can compare their work against the
criteria and assess the standard they have reached.
Although rubrics are designed to evaluate a final product, if
they are given to students at the beginning of a task rubrics
can support students to plan their work, and review and
adjust it during its production. Students can also be
encouraged to rewrite or even create their own rubrics. You
need to
support your students in the use of rubrics – just handing
them out is no guarantee of success.
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21. Hello!
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40. Timeline
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DEC
NOV
OCT
SEP
AUG
JUL
JUN
MAY
APR
MAR
FEB
JAN
Blue is the colour of
the clear sky and the
deep sea
Red is the colour of
danger and courage
Black is the color of
ebony and of outer
space
Yellow is the color of
gold, butter and ripe
lemons
White is the color of
milk and fresh snow
Blue is the colour of
the clear sky and the
deep sea
Yellow is the color of
gold, butter and ripe
lemons
White is the color of
milk and fresh snow
Blue is the colour of
the clear sky and the
deep sea
Red is the colour of
danger and courage
Black is the color of
ebony and of outer
space
Yellow is the color
of gold, butter and
ripe lemons

41. 41
1 3 5
6
4
2
Blue is the colour of
the clear sky and the
deep sea
Red is the colour of
danger and courage
Black is the color of
ebony and of outer
space
Yellow is the color of
gold, butter and ripe
lemons
White is the color of
milk and fresh snow
Blue is the colour of
the clear sky and the
deep sea
Roadmap

42. 42
Week 1 Week 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Task 1
Task 2 ◆
Task 3
Task 4 ◆
Task 5 ◆
Task 6
Task 7
Task 8
Gantt Chart

43. 43
STRENGTHS
Blue is the colour of
the clear sky and the
deep sea
WEAKNESSES
Yellow is the color of
gold, butter and ripe
lemons
Black is the color of
ebony and of outer
space
OPPORTUNITIES
White is the color of
milk and fresh snow
THREATS
SWOT Analysis

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PURCHASE
LOYALTY
AWARENESS
EVALUATION
DISCOVERY
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Blue is the colour of the
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Team Presentation

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47
LOW
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HIGH
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LOW VALUE 2
HIGH VALUE 2
Our company
Competitor
Competito
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Competito
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Competitor
Competito
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Comp
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