Peer assessment and self-assessment: effective learning tools in higher education

• Autores: Juan Carlos González de Sande, Juani Godino
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. Extra 3, 2014, págs. 711-721
• Idioma: inglés
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• Resumen

  • When used appropriately, self- and peer-assessment are very effective learning tools. In the present work, instructor formativeassessment and feedback, self-assessment (SA), and peer-assessment (PA) have been compared. During the first part of a semester,the students followed a continuous formative assessment. Subsequently, they were divided into two subgroups based on similarperformances. One subgroup performed SAs, and the other followed PA during the last part of the course. The performances ofthe two groups in solving problems were compared. Results suggest that PA is a more effective learning tool than SA, and both aremore effective than instructor formative assessment. However, a survey that was conducted at the end of the experiment showedhigher student confidence in instructor assessment than in PA. The students recognized the usefulness of acting as peer assessors,but believed that SA helped them more than PA.