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ERIC Number: EJ1146193
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1812-9129
Peer/Self Assessment and Student Learning
Ndoye, Abdou
International Journal of Teaching and Learning in Higher Education, v29 n2 p255-269 2017
Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and self-assessment can help engage them in their own learning, make them take responsibility for it, and develop their collaborative learning skills by promoting a positive and supportive learning environment. Students in a graduate class participated in this study. Results indicate that, according to students' perceptions, peer and self-assessment contribute to their learning through effective feedback, a supportive learning environment, and collaboration among learners. A higher level of awareness of course expectations and requirements, combined with abilities to identify learning gaps and develop strategies to fill those gaps, are the mechanisms through which students perceived that peer and self-assessment promote their sense of responsibility towards their own learning. Students' dispositions to work in groups can impact the benefits of peer and self-assessment.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A