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Peer and Self-Assessment

Part of a student's well-rounded learning experience is to take an active role in group activities, group projects, and group presentations. Even though you would expect all group members to be equally involved, we know that some students will do more than others. To find out how well each of the students performed in the group and to round out the ―group experience,‖ allow students to assess the performance of their group. Often, the group is asked to assess each other's performance using guidelines or a rubric which allows for both quantitative and qualitative feedback. In addition to the peer feedback, each group member could also reflect on their own performance within the group. When combined with the instructor's assessment, peer-and self-assessment can provide a more comprehensive picture of a student's performance as depicted in Figure 1 below. Formative Assessment Figure 1 illustrates peer-and self-assessment at the formative stage—where each group member will begin to assess the performance of one another, including themselves. Formative assessment is useful in that it allows the group to assess their ongoing performance and to make changes, adjustments, and modifications of their initial plans toward the final product. Summative Assessment Summative assessment occurs during the group's final presentation or after the project has been submitted. As before, the group will assess each other's performance, but now that assessment is based on the final performance or project. It is at this point the instructor provides his or her assessment, using the same or similar guidelines or rubrics used by the students. Both formative and summative assessments can be identified on one form. Figure 1 When combined with the instructor's assessment, peer-and self-assessment can provide a more comprehensive picture of a student's performance