Establishing a “safe” framework for the development of self and peer assessment.
Senior Teaching Fellow, Faculty of Education & Theology, York St John University, UK
Abstract: Although both peer and self-assessment are seen as beneficial in respect of student learning there can be some resistance from students. This paper adopts the position that self and peer assessment are positive strategies to employ with students but recognises that the introduction of either may cause anxieties for students. Personal experience has demonstrated that such anxiety tends to reflect a concern amongst students that they are not in a position to carry out either. This paper discusses the introduction of a strategy which establishes a safe framework for self and peer review and discusses the results of a small scale evaluation carried out with one student group. The evaluation demonstrates that although students may be wary of the use of such a strategy they do find it beneficial and would recommend it for others.