The value in peer assessment is twofold – there is the potential for both the assessor and the recipient to make learning gains. Peer and self-assessment practices do not support a linear learning process, but facilitate iterative learning processes based on a reciprocal feedback system (Kim, 2008). The process is reflexive and focuses the assessor’s own mind on what constitutes the criteria being met to a high level (Topping, 2005), as well as providing useful formative feedback for the recipient (Newton, 2007).
There are a number of potential barriers when it comes to adopting these strategies. Below I list the common barriers and some ways to overcome them.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here