Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model

Abstract

The purpose of this paper is to provide a proof of concept of a collaborative peer-, self-and lecturer assessment processes. The research presented here is part of an ongoing study on self-and peer assessments in higher education. The authentic assessment for sustainable learning (AASL) model is evaluated in terms of the correlations between sets of marks. The article provides an explanation of the assessment process, and analyses sets of marks as a means of justifying the validity of the process. The results suggest that students, even those with no prior experience in peer-or self-evaluation, in their first year of tertiary study, under the right conditions, are able to accurately judge their own work and make reasonably accurate judgements of the work of their peers. While previous studies have expounded the benefits of self-and peer assessments in tertiary study, undertaking a prescribed process, such as AASL, has a further implication in allowing others to replicate the process with reasonable assuredness of the validity of the process across various fields of study.

Students today…educators tomorrow

“…From the snapshot presented here, it appears that the peer assessors had a clear model of what constitutes an appropriate osteopathy consultation for a given health concern, and were able to make judgements about a peer's performance and provide feedback . The median mini‐CEX domain values were in the mid‐range: no student ‘failed’ a mini‐CEX and, taken on face value, it seems that peer assessors were reluctant to use the full scale range on each domain.…”

“…Ostensibly it appears that this cohort have the baseline skills to be peer assessors and perhaps clinical educators in the future: that is, to complete assessments and provide feedback. The ability to provide feedback to peers is encouraged by patient safety and quality of care agendas, engenders collaboration, and creates an environment that has sense of a community of practice. The feedback – short written statements – did not suggest the possible consequences of the omissions or errors observed for the patient personally or the patient's health concern.…”

The Effect of Peer Assessment on the Evaluation Process of Students

“…6;2017 assessments as a way to measure the sincerity of peer assessment in the evaluation process. The results indicate that students, even those who did not have previous experience in assessing peers, were able to evaluate the work of their peers and make their judgments reasonably accurate in peer assessments (Kearney et al, 2015). Falchikov and Goldfinch (2000) conducted a meta-analysis study of 48 studies aimed to compare peer assessment to teacher assessment.…”

Pre-post Assessment in a Speaking Communications Course and the Importance of Reflection in Student Development of Speaking Skills

“…The visual aids section teaches the assertion-evidence approach. This approach is more difficult than following PowerPoint's defaults; however, this approach is much more effective at communicating technical information [12]. In the delivery section, students learn how to achieve confidence through body language, poise, and elocution.…”

“…Inspired by the EA training provided by the National EA Network, the course focuses on the assertionevidence approach for presentations. The assertion-evidence approach emphasizes three principles: build the talk on messages, not topics; support those messages with visual evidence, not bullet lists; and explain that evidence by speaking in the moment [12]. The course is delivered across three modules: content, visual aids, delivery (see Table 1).…”