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Discover how you can use self and peer assessment to actively involve students in their learning, including teaching tips and examples to use in your classroom. Self and peer assessment gives students a structure to reflect on their work, what they have learned and how to improve.
Sep 12, 2021 · The present study explicitly measures and focuses on two underlying psychological factors potentially having a decisive impact on peer assessment: the assessment of own level of knowledge in relation to others, and the perceived level of trust in fellow students.
- Jeanette Carlsson Hauff, Jonas Nilsson
- 2021
Peer learning is an education method that helps students solidify their knowledge by teaching each other. One student tutoring another in a supervised environment can result in better learning and retention. Why? Because to teach another, one must first fully understand a concept themselves.
Peer assessment (PA) is employed as one fundamental practice of classroom-based assessment in terms of its learning-oriented and formative nature. The exercise of peer assessment has multiple and additional benefits for student learning.
Student peer assessments are structured opportunities for students to provide and receive meaningful feedback on their work from their classmates. Engaging in peer assessment (also called peer review) fosters important skills for both the student doing the review and the one receiving the review.
Peer-assessment works well when students are asked to apply learned content in a creative and constructive manner, such as an essay or a performance. Formative peer assessment can also be used to better prepare students for quizzes and exams as it incentivizes students to know the content well.
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Nov 1, 2022 · Self-assessment (SA) and peer-assessment (PA) have great potential to improve students’ academic performance as shown by formative assessment literature (Black & Wiliam, 2009). SA and PA can produce feedback to oneself or others that inform adjustments to learning strategies and enhance performance ( Andrade, 2019 ; Panadero et al., 2018 ).
