Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation |
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| Institution: | 1. Central Queensland University, Building 33 Bruce Highway, Rockhampton, QLD 4702, Australia;2. The University of Auckland, New Zealand;1. University of Massachusetts Medical Center and Center for Innovations in Learning, USA;2. The Ohio State University, USA;1. Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium;2. Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain;3. Department of Psychology, Camilo José Cela University, Madrid, Spain;1. The Education University of Hong Kong, Hong Kong;2. University of Auckland, Auckland, New Zealand;3. Umeå Universitet, Umeå, Sweden |
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| Abstract: | Peer- and self-assessment (PASA) are student-led assessment practices with the potential to positively affect achievement. Case studies of three New Zealand classrooms were examined to explore teacher and student perspectives of and purposes for PASA. Four themes (i.e., improvement, accountability, social interaction, and accuracy) were identified. Teachers cited mainly improvement purposes for PASA, with students primarily focused on accuracy and social interaction concerns. Data indicated that these teachers and students needed deeper understanding of how to use PASA for improvement and self-regulation purposes. This suggests teachers must provide concrete instruction in PASA and carefully manage interpersonal issues for successful implementation. |
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| Keywords: | Peer-assessment Self-assessment Teacher and student perspectives Elementary/secondary education New Zealand Formative assessment |
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