Deakin Case Studies

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Deakin Case Studies

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Deakin practices and examples

On this page, some of the good examples and practices of self- and peer- assessment and practices will be showcased. Interviews with academics, their rubric designs, assessment designs are shared here.

Calls for your contribution:

If you are interested in sharing your practice and experience, please contact Chie Adachi ( so that we can showcase your work on this page!

Case Study 1: Dr Karen Young (SEBE)


Dr Karen Young is a lecturer in SEBE and is the unit chair in a number of Work Integrated Learning placement units. She has been innovative in her teaching practice for aiming to incorporate (formative) self and peer assessment and feedback design into her teaching in order to prepare students for formal performance reviews and informal competency based discussions that occur with their host organisation supervisors during placement. Karen reports that students provide the following summaries of learning during the post-exercise reflection wrap up:

  • Have a greater awareness of the criterion and levels for the GLOs: Team work and Communication (interpersonal).
  • Learn more by giving feedback than receiving feedback.
  • Feedback doesn’t have to be quantitative to be worthwhile, but knowing the ‘score/level’ of performance is still really important.

Here, she shares how she has conducted the self and peer evaluation and feedback within her units along with the foundational rubrics used to guide the exercise.

Chie: ‘Do you think self and peer assessment and feedback is of value to student learning?’

Karen: ‘Absolutely!’ The tricky part is making it scalable.

The top tips from Karen (in successfully designing and implementing self and peer assessment) are:

  • Be brave – Give it a go and explain the ‘not perfect’ nature of the activity to the students.
  • Be quietly assertive – the flipped classroom means I am often only one baby step ahead of the students, but take confidence in your depth of content knowledge and the professional practice will flow.
  • Keep it real – this exercise works as it is designed to prepare students for an assessment item as well as the process of feedback and performance review in the real world (high authenticity and high proximity).

Case Study 2: Dr Josephine Lang (ArtsEd)

Dr Josephine Lang

Dr Josephine Lang is a senior lecturer in Education (Pedagogy and Curriculum) and Associate Head of School (Teaching and Learning) for School of Education. She has over 20 years of experience with designing and implementing self and peer assessment and is a big advocate for this particular assessment design especially as formative feedback and collaborative learning opportunities. Here she shares an excerpt of her assessment guide, which outlines the peer assessment design and assessment criteria for her 4th year students in Education. Her assessment design cleverly involves students in the moderation process for peer evaluation and the feedforward process where students are encouraged to use the peer feedback to inform, improve and enact the finalisation of their teaching practice and reflections in the follow up assessment task i.e. Assessment Task 2 Part Two.

Here she shares her Assessment Task guide and its associated rubric for this particular assessment.

Josephine has been influenced by numerous educational researchers in the area and feels that the seminal work by Paul Black and Dylan Wiliam that they reported in 1998 provides key areas that contribute to good practice in assessment for learning, which incorporates self and peer assessment. Although set within the school sector their work has application for the higher education sector. For a brief summary of their research refer to:

Black, P & Wiliam, D 1998, ‘Inside the Black Box: Raising Standards through Classroom Assessment’, Phi Delta Kappan, vol. 80, no. 2, pp. 139-44, 46-48.

or you may want to refer to the original research report located in:

Black, P & Wiliam, D 1998, ‘Assessment and Classroom Learning’, Assessment in Education: Principles, Policy and Practice, vol. 5, no. 1, pp. 7-74.

and Paul Black revisits their work and updates progress and development in assessment for learning in:

Black, P 2015, ‘Formative assessment – an optimistic but incomplete vision’, Assessment in Education: Principles, Policy and Practice, vol. 22, no. 1, pp. 161-71.

Another influence from the schooling sector is Lorna Earl’s work in the area of assessment as learning and you may refer to her second edition of her book:

Earl, L 2013, Assessment As Learning: Using classroom assessment to maximize student learning, Corwin Press Inc., Thousand Oaks, California.

Within the higher education sector, she has been influenced by the work of David Boud and his colleagues, particularly with:

Boud, D, Cohen, R & Sampson, J (eds) 2001, Peer Learning in Higher Education: learning from & with each other, Kogan Page, London.

And she has found Alistair Irons’ work on formative assessment and feedback another useful reference:

Irons, A 2008, Enhancing Learning through Formative Assessment and Feedback, Key Guides for Effective Teaching in Higher Education Series, Routledge, London, New York.