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Impact of self and peer assessment on students in secondary schools
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A systematic review of literature looked at the impact of self and peer assessment on pupils’ academic achievement and non-cognitive outcomes in secondary schools. The review included 26 studies including 15 from the United States and three from England and most studies focused on maths or English.
Key findings from the review:
Most studies showed positive outcomes for the use of self and peer assessment including: improved attainment; pupil self esteem; and increased engagement with learning, especially goal setting, clarifying objectives, taking responsibility for learning, and/or increased confidence.
Self and peer assessment were more likely to impact on pupil outcomes when there was a move from a dependent to an interdependent relationship between teacher and students which enabled teachers to adjust their teaching in response to student feedback.
It seemed to be important to involve pupils in ‘co-designing’ the criteria for evaluation. This helped them to develop a better grasp of their own strengths and weaknesses. Students need to be aware of the targets they were trying to achieve, and these should focus on outcome not process goals.
Story updated: 29 November 2008
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