The document discusses the meaning and purpose of teacher assessment, self-assessment, and peer assessment in education. It highlights the importance of these assessment processes in improving student learning and development, promoting autonomy, and fostering critical reflection among students. Advantages and disadvantages of each assessment type are outlined, alongside strategies for effectively implementing self and peer assessments in the classroom.

1. CC4 UNIT 5 (A)
Meaning and Purpose of
Teacher assessment,
Self-assessment and Peer assessment
Dr Heena Wadhwani
Associate professor
Seva sadan’s college of education
Ulhasnagar

2. EDUCATION PROCESS
OBJECTIVES
CONTENT
LEARNING
EXPERIENCES
EVALUATION
/ASSESSMENT

3. What it
indicates ?

5. Teacher Assessment
 Teacher assessment is the process undertaken
by the teacher of systematic collection,
review, and use of information about
educational programs for the purpose of
improving student learning and development.
 A process undertaken by the teacher on
systematic basis for making inferences about
the learning and development of students. It
is the process of defining, selecting, designing,
collecting, analyzing, interpreting, and using
information to increase students’ learning and
development.

6. Purpose of Teacher Assessment
 To define, select, design,
collect, analyze, interpret, and
use information to increase
students’ learning and
development.

7. What happens without descriptive feedback

10. Thinking about your learning.
Looking carefully at your learning.
Knowing what you are doing well or being
successful with.
Knowing what you are finding tricky or need
help with.
Being able to improve your work and make it
better.

12. Self Assessment
 Self assessment means the process of having
the learners critically reflect upon, record the
progress of and perhaps suggest grades for,
their own learning."
 Self-assessment is a process whereby
student grade assignments or tests based on
a teacher’s benchmarks.
 Students assess their own
contribution/performance as well as their
peers using an established set of criteria.

13. Definition of Self Assessment
Andrade H. and Valtcheva, A.(2008)
Self-assessment is a process of formative
assessment during which students reflect
on the quality of their work, judge the
degree to which it reflects explicitly stated
goals or criteria, and revise accordingly.
Self-assessment is done on drafts of
works in progress in order to inform
revision and improvement.

14. What’s in it for students and teachers?
 Students are able to assess their own and
others’ progress with confidence rather
than always relying on teacher judgement.
 Students become more independent and
motivated.
 Students are actively involved in the
learning process.

15. Purpose of Self Assessment
 Encourage reflection
 Help lecturers focus their feedback (e.g. not
telling students what they are already aware of)
 An important skill in itself – helping students
become more autonomous learners

16. Advantages of Self Assessment
 Encourages student involvement and
responsibility.
 Encourages students to reflect on their role and
contribution to the process of the group work.
 Allows students to see and reflect on their
peers’ assessment of their contribution.
 Focuses on the development of student’s
judgment skills.

18. Disadvantages of Self Assessment
 Potentially increases lecturer workload by
needing to brief students on the process as well
as on-going guidance on performing self
evaluation.
 Self evaluation has a risk of being perceived as a
process of presenting inflated grades and being
unreliable.
 Students feel ill equipped to undertake the
assessment.

22. Peer Assessment
 Peer assessment is a process whereby peers grade
assignments or tests based on a teacher’s benchmark.
 Students individually assess each other's
contribution/performance using a predetermined list
of criteria. Grading is based on a predetermined
process.
 The term Peer Assessment refers to the “process of
having the learners critically reflect upon, and
perhaps suggest grades for, the learning of their
peers."

23. Purpose of Peer Assessment
 Students practice softer skills e.g. constructive
criticism
 Help students learn from each other and place their
own work.
 Students naturally compare themselves with their
peers
 Encourage engagement with marking criteria
 Promote deep learning e.g. evaluation
 More efficient & timely feedback for large groups.

24. Advantages of Peer Assessment
 Agreed marking criteria means there can be little
confusion about assignment outcomes and
expectations.
 Encourages student involvement and responsibility.
 Encourages students to reflect on their role and
contribution to the process of the group work.
 Focuses on the development of student’s judgment
skills.
 Students are involved in the process and are
encouraged to take part ownership of this process.

25. Advantages of Peer Assessment contd…
 Provides more relevant feedback to students as it is
generated by their peers.
 It is considered fair by some students, because each
student is judged on their own contribution.
 When operating successfully can reduce a lecturer's
marking load.
 Can help reduce the ‘free rider’ problem as
students are aware that their contribution will be
graded by their peers.

26. Disadvantages of Peer Assessment
 Additional briefing time can increase a lecturer’s
workload.
 The process has a degree of risk with respect to
reliability of grades as peer pressure to apply elevated
grades or friendships may influence the assessment,
though this can be reduced if students can submit
their assessments independent of the group.
 Students will have a tendency to award everyone the
same mark.

27. Disadvantages of Peer Assessment
 Students feel ill equipped to undertake the
assessment.
 Students may be reluctant to make judgements
regarding their peers.
 At the other extreme students may be
discriminated against if students ‘gang up’
against one group member

29. In nut shell Purpose of Self and Peer
Assessment
 To increase student responsibility and autonomy
 To strive for a more advanced and deeper understanding
of the subject matter, skills and processes
 To lift the role and status of the student from passive
learner to active leaner and assessor
 To involve students in critical reflection
 To develop in students a better understanding
of their own subjectivity and judgement.

31. How do I start using self and peer
assessment?
Self and peer assessment must always be
against clearly established criteria

32. Look at these success criteria
• My essay is structured well.
What does ‘structured well’ involve?
• I have asked effective questions in my research
project.
What are the criteria for ‘effective questions’?
• I have ten adjectives in my essay.
But are they effective adjectives? What about
quality?

33. Self and Peer Assessment skills need to
be taught, modelled and scaffolded.
It’s not about right and wrong, but rather learning
and improvement. This may be an essential shift for
some students.
What sort of classroom culture do teachers and
students need to facilitate this shift?

34. A suggested process to start self or
peer assessment
• Students assess against criteria and identify
successes.
• Students identify success and where criteria have
not been met. Teacher may suggest ways to
improve.
• Students identify success and a place for
improvement, and make the improvement
independently.

35. It is especially important to teach
peer assessment skills
 Set negotiated ground rules for assessing
peers’ work; for example, discussion relates
only to success criteria.
 What other ground rules might be
needed?
 Consider carefully peer assessment
partners or groups. These will change
according to circumstances.
 Give students opportunity for self
assessment before peer assessment, so
that they’re familiar with the process

36. How to organise Peer Assessment
Topping (2008)
Planning is essential to ensure successful peer assessment
 Collaborate with peers when developing the initiative
 Consult the students – seek their advice and approval of the
scheme
 Discuss the process with students; clarify the purpose,
rationale and expectations
 Involve the participants in developing assessment criteria
 Generally aim for same-ability peer matching Provide
training, examples and practice – show them how to do it
 Give feedback and coaching.
 Examine the quality.

37. Some quick and easy strategies for
self and peer assessment
Highlighting/circling/color
coding
‘Two stars and a wish’
So far?
Self assessment on a
continuum
Thumbs up/thumbs down
Traffic lights/smiley faces

39. Use traffic lights as a visual means of
showing understanding.
Traffic Lights
Students have red, amber and
green cards which they show on
their desks or in the air. (red =
don’t understand, green = totally
get it etc.)
 Students self-assess using traffic
lights. The teacher could then
record these visually in their mark
book.
 Peer assess presentations or
portfolio pieces with traffic lights

40. Smiley Faces
Students draw smiley faces to indicate how comfortable they
are with the topic.
Understand some parts
but not all
Do not understand and
need to look at it again
Ready to move on