According to research, self and peer assessment are important aspects of ‘assessment for learning’ practice. Assessing their own work or that of others can help students to develop their understanding of the  Learning Outcomes and the Assessment Criteria. Research has shown that learners make more progress when they are actively involved in their own learning and assessment.

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This term students got the opportunity to assess their peers’ language tests with the support of a memorandum and the teacher.  Enthusiastic discussions and thought provoking questions about relevant answers took place.

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Research also shows that self and peer assessment will:

• Enhance students’ active engagement with their studies
• Increase the amount of feedback students receive
• Augment learning as peer feedback invariably requires explanation and justification
• Help students understand what is considered good work and why, thereby increasing their ability to achieve

This proved to be a very valuable activity where students learned through their mistakes and could remedy errors on their answer sheets.

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The next step will be for them to be involved in the process of developing assessment criteria. Self-assessment “is the involvement of students in identifying standards and/ or criteria to apply to their work, and making judgments about the extent to which they have met these criteria and standards…..[it] means more than students grading their own work; it means involving them in the process of determining what is ‘good work’.” (Boud, D. (1995) Enhancing Learning through Self-Assessment; Kogan Page; London)

We hope that this process will help improve students’ results in assessment tasks and empower them to take a more active role in their learning.

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