Sustainable assessment revisited

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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): “…component of peer assessment, (b) acknowledge the inherent social nature of the peer assessment process, and (c) guide students towards an open, dialogic, and non-anonymous feedback environment in which they can develop sustainable assessment skills (Boud and Soler 2015; Carless et al. 2011).”
Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “This capability of ‘evaluative judgement’, or being able to judge the quality of one’s own and others’ work, is necessary not just in a student’s current course but for learning throughout life (Boud and Soler 2016).”
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education (2018, background): “Authentic assessment – cultivating students who are work-ready, life-long learners Authenticity is a feature of assessment often attributed to self and peer assessment (Boud and Soler 2016).”
Assessment rubrics: towards clearer and more replicable design, research and practice (2017, background): “Students can also be involved in the creation of rubrics and identification of criteria (Andrade and Du 2005; Boud and Soler 2015).”