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Entwining feedback, self, and peer assessment.

Article Excerpt
Abstract

Assessment has frequently been used for the single purpose of measuring student success. This article suggests that assessment can help students learn and that teachers should involve students in the assessment process. A small scale study was conducted to investigate the impact of getting students engaged in self and peer assessment in a tutorial session where feedback was nondirective. It was evident that the combined use of feedback, self, and peer assessment has a strong impact on learning.

Introduction

Traditionally, assessment is used for measuring learner success rather than to bring about that success. Teachers teach, test, mark and grade the papers, and then disseminate the results to students or other interested parties. Upon receiving the results, what students normally do is to look for the marks or grades given by the teachers and then compare them with their peers. The class then moves on, leaving unsuccessful and, very likely, unmotivated and/or unhappy students. Assessment under this methodology has very little to do with learning and is treated merely as a measuring tool often at the end of the learning process. In this tradition, teachers and students alike, have not tapped into the power tank of assessment--assessment as a means to improve student learning. Assessment has a direct impact on learning. It is widely accepted that the way students are assessed has a major influence on their learning. If used appropriately, assessment can enhance student learning (Berry 2003a, Berry 2003b; Berry 2005, Black and Wiliam 1998; Stiggins 2002). Askham (1997, p. 300) says that "The importance of the role of assessment in the teaching and learning process cannot be doubted."

Conditions for assessment which supports learning

There have been many studies into how people learn and a range of models of learning have been developed. Reeves (2000, p. 104-5) points out that assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. Gibbs and Simpson (in press) list eleven conditions under which assessment supports student learning.

Quantity and distribution of student effort:

1. Assessed tasks capture sufficient time and effort.

2. These tasks distribute student effort evenly across topics and weeks. Quality and level of student effort

3. These tasks engage students in productive learning activity.

4. Assessment communicates clear and high expectations to students. Quantity and timing of feedback

5. Sufficient feedback is provided often enough and in enough detail.

6. The feedback is provided quickly enough to be useful to students. Quality of feedback

7. Feedback focuses on learning rather than on marks or students.

8. Feedback is linked to the purpose of the assignment and...