Self and peer assessment practices are regarded as non-traditional and innovative assessment practices. While there are challenges, the benefits are substantial. Self and peer assessment practices can empower and activate learners in their own learning by giving them the power of assessor. Students have a better idea of the outcomes required of them, are more focused on the task in hand, and are typically more engaged in their learning as a result.
Educators can get started by experimenting with formative tasks for small groups of students, for example running a peer review process of a journal article prior to submission. Thereafter, educators can look at integrating self and peer assessment tasks throughout a unit of study, so that students develop a portfolio of feedback over a period of time. Educators can trial online tools that facilitate self and peer assessment, starting by using the technologies among themselves before imagining how to employ these tools with students.
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In collaboration with the CRADLE, the research unit at Deakin University. We proposed six practical strategies as a quick guide to aid implementing, self and peer assessment, based on our research. Some of those resonate with a few suggestions that I’ve made so far, but let me briefly talk through these six strategies.
Be explicit about the value of self and peer assessment. Ensure both you as a teacher, and your students understand the benefits of self and peer assessment. Focusing on the learning opportunities for students, rather than saving time for your marking, for example.
Scaffold the experience. Teach evaluative judgment skills, through self and peer assessment over time. With plenty of opportunities to try out and refine in unpacking how to engage with rubrics, how to formulate constructive feedback.
Consult widely. Where possible involve other experts and trusted colleagues on your journey. Educational designers, colleagues who have tried self and a peer assessment before, and IT support in using new technology. And of course, your students, who can give you a feedback on how well or not this assessment is benefiting them.
Re-imagine resources. Lack of time in delivering any new teaching endeavor, is a well known blocker in academia. So think creatively about the balance of in-class and out of class time to allow self and peer assessment to occur in a most productive way, for you and for your students. Reallocate resources of time and effort in recreating or recycling, those resources.
Start small and simple. I’ve talked about this already but choose a context or time where you can try it out safely and comfortably. If you’re starting out with this assessment strategy, for the first time. Small cohort units or simple task design would be a good start or better yet involve other colleagues to experiment and pilot among yourselves first, particularly way it can be authentic and beneficial for you as teachers.
Plan for multiple iterations and long-term benefits. Successful execution and outcomes, might not always come out of our first try. Even with the best of our intentions, design for the long-term benefits and goals with small incremental changes to start with.
Thanks for listening and let us know how you go with designing and implementing self and peer assessment in and for a digital world. In particular, we’re keen to hear from teachers applying our framework in practice with feedback.
Thank you for taking this ‘Self and Peer Assessment In/For a Digital World’ course which has been developed with Dr Chie Adachi. We hope you have enjoyed it. Remember to mark this lesson as ‘Mark Complete’ to earn your Course Completion Badge.
Further reading
DTeach resource developed by Chie and her team.
Tai, J., Adachi, C. & Dawson, P. (2018). CRADLE Suggests: Strategies to implement self and peer assessment. Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia.
Conference presentation slides
Adachi, C., Tai, J. & Dawson, P. (2017). Challenges and strategies in implementing self and peer assessment in the curriculum.
Adachi, C., Tai, J. & Dawson, P. (2016). Enabler or Inhibitor? Educational technology in self and peer assessment.
Adachi, C. (2015) Self and peer assessment at Deakin.
References
Adachi, C., Tai, J., & Dawson, P. (2018). Academics' perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 1-13.
Adachi, C., Tai, J. & Dawson, P. (2018a). A framework for designing, implementing, communicating and researching peer assessment. Higher Education Research and Development, 1-15.
Tai, J. & Adachi, C. (2019). The transformative role of self and peer assessment in developing critical thinkers. In C. Bryan & K. Clegg (Eds.), Innovative Assessment in Higher Education, 64-73. London: Routledge.
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76(3), 467-481.
Discussions
What were the key messages from this course that you would take away and how would you apply it in your practice?
Please share your thoughts and questions in the comments section below.