Self-assessment involves learners reviewing their own work and learning and reflecting on their progress against the success criteria they developed in conjunction with the practitioner. They consider how well they have performed the work being undertaken and the strategies they have used. It assists them to recognise and affirm their achievements and understand what still needs to be learnt, what they need to do next and the type of assistance they may require in order to progress.
Self-assessment can build motivation and belief in learners’ own ability to learn and motivate them to take more responsibility for their own learning.
One popular strategy which students can utilise in everyday classroom activities is the adoption of symbols in the traffic light colours of red, yellow and green which they display to their teacher to indicate that they understand, are not quite sure, or do not understand what the teacher or another student has said.
Self-assessment against the success criteria encourages the learner to reflect on their learning of key concepts, understandings and skills in a learning domain and on their learning strategies (metacognition).
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Peer feedback involves learners in feedback on one another’s work in relation to the success criteria collaboratively determined at the beginning of the semester, unit or lesson.
Learners discuss the extent to which each other’s work meets the success criteria and learning outcomes established by the class at the start of the learning process.
Peers provide advice and help each other to improve their work. By thinking and discussing what needs to be improved in a piece of work learners begin to gain a deeper understanding of what constitutes a satisfactory realisation of the success criteria.
Peer feedback can assist learners to become teachers of each other and to develop a growing understanding of how to learn in the learning domain area being studied.
Before engaging in peer feedback , it is helpful if learners develop self-assessment strategies and practise how to comment effectively on one another’s work in a supportive manner.
Rubrics describe the quality expected in a learner's response to an assessment task. They enable the learner to self-assess against the assessment criteria, review their work and reflect on what needs to be learned to achieve the standard expected. When peer reviewing other learners refer to the rubric to help them provide appropriate feedback to the learner.
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In Assessment Matters: Self-Assessment and Peer Assessment, Dorothy Spiller discusses the role of self-assessment and peer assessment in ongoing learning and provides guidance on how to introduce these forms of assessment to learners and prepare them to use them in a supportive manner in the classroom.