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An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education

“…Participants in the study were familiar with self-assessment tasks and they were experienced about evaluating themselves through the given criteria. Sluijsmans et al (1999) stated that the ability of students to rate themselves improves within their total experience of educational life. More experienced students tend to be more accurate in their self-assessment than less experienced students (Lejk & Wyvill, 2001).…”

“…"Self-assessment refers to the involvement of learners in making judgements about their own learning, particularly about their achievements and the outcomes of their learning" (Boud & Falchikov, 1989, p. 529). Using self-assessment for promoting the learning of skills and abilities enable taking responsibility for one's own learning, higher quality of products, increasing understanding of problem solving (Sluijsmans, Dochy, & Moerkerke, 1999). Boud, Lawson and Thompson (2015) suggest that without the ability of students to make effective judgments about their own work, they will not be effective learners.…”

“…Disadvantages of peer assessment, such as friendship marking (resulting in over-marking) and decibel marking (where individuals dominate groups and get the highest marks), are mostly solved by using combinations of peer-assessment with self-and teacher-assessment (Pond, Ul-Haq, & Wade, 1995;Sluijsmans et al, 1999). In the current study, which builds on previous work in other countries, combination of self-, peer-and teacher-assessment implemented by using a scoring matrix to find out particularly the agreement of these assessment procedures.…”

Conceptions and Practices of Assessment in Higher Education: A Study of Portuguese University Teachers

“…On the other hand, the so-called alternative assessment methods or learner-centred methods (Webber, 2012), such as portfolios, projects, self-and peer assessment, simulations, collaborative assessment, among others (Struyven et al, 2005;Pereira et al, 2015) promote collaborative learning, and together with self and peer assessment seem to be more effective regarding deep learning and the development of new skills and professional attitudes. These methods also enable a more effective learning (Birenbaum & Feldman, 1998;Sambell & McDowell, 1998;Struyven, Dochy, & Janssens, 2005;Tang, Lai, Arthur, & Leung, 1999), fostering the development of autonomy, sense of responsibility, and reflection (Sambell & McDoweel, 1998) and influencing the ways in which students see their own learning in a more positive way (Sluijsmans, Dochy, & Moerkerke, 1998). These methods also provide students with feedback about their performance (Brown et al, 1997) and prepare them to workplace situations (Biggs, 2003).…”

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

“…Learners can work on a task, assess their performance on that task, decide which aspects of their performance need improvement, and select a next task to work on that will help them Formative assessment 313 improve these performance aspects. They can also have their performance assessed, diagnosed and have the task selected by someone else (e.g., a teacher, supervisor, or peer; Sluijsmans et al 1998Sluijsmans et al , 2006. In complex domains, however, the questions of how to perform a certain task or what constitutes ''weak'' and ''strong'' performance, are not answered easily, because these are also partly influenced by the changing situational demands.…”