Sharing the practice of self and peer assessment: Dr Josephine Lang
Dr Josephine Lang is a senior lecturer in Education (Pedagogy and Curriculum) and Associate Head of School (Teaching and Learning) for the 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.
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.
For more info on the useful literature around the topic, please visit the full article in the Self and Peer Assessment Project website.