Peer assessment and self-assessment ask learners to judge work, either a classmate’s or their own, against clear criteria. Used well, both help learners think critically, give and use feedback, and take charge of their own progress, which are the habits of lifelong learners. This guide explains what each approach is, why it helps, what can go wrong, and how teachers, parents, and school leaders can support it.
On this page 9 sections
What peer and self-assessment mean
| Peer assessment | Self-assessment | |
|---|---|---|
| Who evaluates | Learners evaluate a classmate’s work or performance | Learners evaluate their own work or performance |
| Basis | Specific criteria, such as a rubric | Specific criteria, such as a rubric |
| Main skills built | Critical thinking, communication, collaboration | Responsibility, metacognition, self-awareness |
Why peer assessment helps
- Meaningful feedback. Learners receive feedback from classmates, which can feel more relevant to them than feedback from the teacher. Peer feedback works best when it is focused, specific, and actionable (Topping, 2009).
- Real-world skills. Judging a classmate’s work builds critical thinking, communication, and collaboration, skills learners need to work well with others and weigh information carefully.
- Active learning. When learners take part in assessment, they tend to be more motivated, attentive, and invested in their learning (Boud, 1995).
Why self-assessment helps
- Ownership of learning. Reflecting on their own work encourages learners to take responsibility for their progress and to set realistic goals.
- Metacognition. Self-assessment builds metacognition, the ability to think about one’s own thinking and to regulate one’s own learning (Flavell, 1976).
- Self-awareness and confidence. Learners become more aware of their strengths and weaknesses and are more likely to develop a growth mindset (Dweck, 2006).
Best practices for the classroom
Learners may not yet have the skills or knowledge to evaluate work well, so the approach needs structure. Teachers can:
- Give clear criteria and rubrics. Learners should know what is expected and how work will be judged.
- Model the process. Show examples of high-quality work and explain, step by step, how to evaluate it.
- Teach constructive feedback. Ask learners to give feedback that is specific, actionable, and focused on improvement.
- Allow time for reflection. Give learners time to think about the feedback they receive and set goals based on it.
Putting it into practice
For teachers and school leaders
- Build it into lessons. Peer and self-assessment can be used in many subjects, including language, social studies, science, and math.
- Train and support learners. Beyond rubrics and modeling, give learners feedback on the assessments they make, so their judging skills improve over time.
- Use technology where it helps. Online tools can let learners review classmates’ work and receive feedback from both peers and teachers.
- Check whether it works. Look at learner performance, gather learners’ own feedback, and watch engagement and motivation to see whether the approach is meeting its goals.
For parents
Parents can support learner-centered learning by encouraging their children to take ownership of their learning and to look honestly at their own work. They can also give support and feedback when children assess their work at home.
For policymakers and employers
- Policymakers can promote these approaches and provide funding and resources for their use in schools.
- Employers can value critical thinking, communication, collaboration, and metacognitive skills, and can use self- and peer assessment in employees’ professional development.
Limitations and challenges
- Some learners feel uncomfortable judging a classmate’s work.
- Some learners lack the skills or knowledge to evaluate their own work accurately.
- Both approaches take class time and may need significant training and support for learners and teachers.
Questions research is still exploring
More study is needed on how well peer and self-assessment work in different settings and subject areas, how best to train learners and teachers to use them, and how to combine them with other forms of assessment to give a complete picture of learning.
In summary
Peer and self-assessment give learners meaningful feedback, build essential skills and attitudes, and help them take ownership of their learning. With clear criteria, modeling, and steady support, teachers can use them to raise engagement and prepare learners for success in school and beyond.
Frequently asked questions
What is the difference between peer assessment and self-assessment?
In peer assessment, learners evaluate a classmate’s work or performance against specific criteria. In self-assessment, learners evaluate their own work against those criteria.
What skills do learners develop through self-assessment?
Self-assessment builds responsibility for one’s own learning, metacognition (thinking about one’s own thinking), and self-awareness and confidence.
How can teachers make peer and self-assessment work?
Give clear criteria and rubrics, model the process with examples of good work, teach learners to give specific and actionable feedback, and allow time for reflection and goal setting.
What are the challenges of using peer and self-assessment?
Some learners are uncomfortable judging classmates, some lack the skills to evaluate their own work accurately, and both approaches take time and training.
How can parents support self-assessment at home?
Parents can encourage their children to take ownership of their learning, to reflect honestly on their own work, and can give support and feedback on their children’s assessments.
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