Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation

By Lois R. Harris, Gavin T. L. Brown. 2013

181 citations recorded by the source corpus.

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.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/5af7f477f0a24c4262a788b21818ca8a712a03d8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Giving or receiving feedback: which is more beneficial to students’ learning? (2018, background): “…peers and benefits student learning by increasing accountability, encouraging reflection and CONTACT Georgeta Ion georgeta.ion@uab.cat Informa UK Limited, trading as Taylor & Francis Group assessing their own or their peers’ performance, and developing evaluative expertise (Harris and Brown, 2013).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “For example, based on in-depth case studies of three teachers’ classrooms, Harris and Brown (2013) concluded that students were much more aware of interpersonal factors (e.g., having their SSA seen by classmates or by the teacher) impinging on realistic SSA than were their teachers.”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “Others give elevated self-assessments to avoid being shamed in front of the class (Harris & Brown, 2013).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “A significant number of papers advocate a theoretical relationship between SA and SRL (Lan 1998; Paris and Paris 2001) and even some empirical papers try to establish such a relationship based on teachers’ and students’ perceptions of assessment practices (Harris and Brown 2013; Tan 2012).”
A Critical Review of Research on Student Self-Assessment (2019, background): “Brown and Harris (2013) defined self-assessment in the K-16 context as a “descriptive and evaluative act carried out by the student concerning his or her own work and academic abilities” (p. 368).”
Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “…friendship marking due to friendship bonds, psychological unsafety, fear of disapproval when giving a low score or negative feedback (i.e., recrimination), and distrust in one’s own and others’ evaluative capabilities (e.g., Harris and Brown 2013; van Gennip et al. 2010; Vanderhoven et al. 2015).”
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, background): “There is robust evidence that when self-assessments are disclosed (e.g., traffic light self-assessments displayed to the teacher in front of the class), there are strong psychological pressures on students that lead to dissembling and dishonesty (Harris & Brown, 2013; Cowie, 2009).”