Assessing self- and peer-assessment: The students' views

Hanrahan, S. J. and Isaacs, G. (2001) Assessing self- and peer-assessment: The students' views. Higher Education Research and Development, 20 1: 53-70. doi:10.1080/07294360123776

Author Hanrahan, S. J.
Isaacs, G.
Title Assessing self- and peer-assessment: The students' views
Journal name Higher Education Research and Development   Check publisher's open access policy
ISSN 0729-4360
Publication date 2001
DOI 10.1080/07294360123776
Volume 20
Issue 1
Start page 53
End page 70
Total pages 18
Editor D.W. Piper
Place of publication UK
Publisher Carfax
Collection year 2001
Language eng
Subject C1
330109 Assessment and Evaluation
740300 Higher Education
Abstract Self- and peer-assessment are being used increasingly in higher education, to help assign grades to students' work and to help students to learn more effectively. However, in spite of this trend there is little in the published literature on how students view these methods. In this paper we present an analysis of the views of a large number of students (N = 233) who had just experienced self- and peer-feedback as part of one of their subjects. It is a rarely questioned commonplace in the literature that in order to gain benefit from peer and self-assessment schemes students first need training in the specific scheme being used; ideally they will play a role in devising the scheme. The intervention reported here, which involved a large (N = 233) group of students, included no such measures. The results show that students felt, nonetheless, that they benefited from the intervention. The results also present prima facie evidence that training or other measures to further involve the students in the peer and self-assessment scheme might be beneficial. Our analysis of students' views revealed eight general dimensions under which are grouped twenty higher order themes. The results both support and extend previous research and give a more detailed picture than previously available. The general dimensions found were: Difficult; Gained Better Understanding of Marking; Discomfort; Productive (including learning benefits and improved work); Problems with Implementation; Read Others' Work; Develop Empathy (with assessing staff); and, Motivation (especially motivation to impress peers). The practical implications of these findings are discussed.
Keyword Peer assessment
Higher education
Self assessment
Q-Index Code C1

Document type: Journal Article
Collection: School of Human Movement and Nutrition Sciences Publications
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Created: Tue, 14 Aug 2007, 15:47:02 EST