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Wilson, Steve (2003) Using peer- and self-assessment to engage with assessment criteria and learning outcomes : a case study from a course for lecturers. Investigations in university teaching and learning, 1 (2). pp. 49-56. ISSN 1740-5106
Much recent literature on assessment in higher education (HE) gives strong support to the use of both peer and self-assessment (Boud, 1995; Brown & Knight, 1994; Gibbs, 2001; Brown, Bull & Pendlebury, 1997; Brown & Glasner, 1998; Brown & Dove, 1990). Self-assessment is regarded as a transferable skill and a principal part of the student learning experience. Peer assessment is the assessment of the work of others with equal status and usually has an element of mutuality. Underpinning a peer-assessment process is the giving and receiving feedback from which continued reflection and perhaps dialogue may continue. Brown et al (1997) draw a distinction between ‘peer assessment’, ‘peer marking’ - the process by which someone makes an estimate of another’s work - and ‘peer feedback marking’ which involves students deriving criteria, developing a peer assessment form, providing anonymous feedback and assigning a global mark. In the context of this study, the term "peer-assessment" is more closely allied to this concept of "peer feedback marking".
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