Dears,
Self-assessment and / or peer-assessment as an alternative model assessment have been widely applied in the world of education, but I have yet to find an expert who became the originator of the idea first. Can anyone help me? and would be happy if there is a reference.
Thank you very much.
Regards Asmuni
Assessment Matters: Self-Assessment and Peer Assessment!
"The higher education literature testifies to an extensive interest in self and peer assessment. The interest in self and peer assessment is partly driven by changing conceptions of teaching and learning which emphasize the active engagement of students in their own learning, learner responsibility, metacognitive skills and a dialogical, collaborative model of teaching and learning. Assessment processes in which the teacher holds all the power and makes all the choices limit the potential for learner development in all of these aspects..."
http://www.waikato.ac.nz/tdu/pdf/booklets/8_SelfPeerAssessment.pdf
Peer assessment in Education, is a process whereby students` peers grade assignments or tests based on their teacher’s benchmarks. The purpose of this process is to improve students' understanding of course materials and improve their skills, as well.
Though I had been through peer assessment during my management studies (early 1990's), the reference i had obtained dates to 1996 only.
Topping, K.J., (1996). ‘The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature’, Higher Education 32.3: 321-345.
http://eprints.maynoothuniversity.ie/7180/1/STM-Peer-Assessment.pdf
Assessment Matters: Self-Assessment and Peer Assessment!
"The higher education literature testifies to an extensive interest in self and peer assessment. The interest in self and peer assessment is partly driven by changing conceptions of teaching and learning which emphasize the active engagement of students in their own learning, learner responsibility, metacognitive skills and a dialogical, collaborative model of teaching and learning. Assessment processes in which the teacher holds all the power and makes all the choices limit the potential for learner development in all of these aspects..."
http://www.waikato.ac.nz/tdu/pdf/booklets/8_SelfPeerAssessment.pdf
Dear Asmuni,
This May help you move
https://en.m.wikipedia.org/wiki/Control_self-assessment
Vilemar
Self-assessment is as old as the own thinking, I think that our first fathers of the humanity have had this type of self-assessment also it is called conscience. The peer-assessment is necessary to check the truth of a testimony. Two or three witnesses with the same declaration about a fact is a proof of such a truth, but the different testimonies can occur for lying one or more of such false witnesses. It is worse to have two contradictory testimonies than two or three coincident testimonies saying the truth about a fact.
A religious reference is the Catholic Bible. They treate these facts in the history of the salvation.
Maybe, you have to read something from Pedagogics.
Peer-assessment is a good "engine" for educational organizations, I think.
While self-assessment is for next stage, for example, for masters and doctors, or maybe even when time to hire comes.
Dear Dr Asmuni ,
I guess academics is one of the first field where assessment is very much valued, must have started with someone related to it. From KG to finishing school (is the journey, this embeds the self-assessment in us from a young age , catch is it is done in the form of grades ONLY not ability to perform (Sad).
Peer -assessment again is in the spirit of welcoming criticism . Wonder if Professors can take it well. Can't discuss the examples I have come across.
Would I take it good , I must say 80% . Since I was training Corporate Professionals they are forthright , reflects on the assignment I get and in turn the money I make :)
Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy
Self-assessment and peer-assessment are two means of realizing the goals of educational assessment and learner-centered education. Although there are many arguments in favor of their educational benefits, they have not become common practices in educational settings. This is mainly due to the fact that teachers do not trust the pedagogical values and the reliability of learners' self-and peer-assessment. With regard to these points, this study aimed at investigating the effect of doing self-and peer-assessments over time...
Second link bring many resources about the issue of the self-assessment and peer-assessment in education!
https://www.researchgate.net/search.Search.html?query=the%20self-assessment%20and%20peer-assessment%20in%20education&type=publication
Article Self-assessment and Peer-assessment: A Comparative Study of ...
Thanks Prof Mahfuz and Ljubomir for the information and materials
Es conveniente hacer un poco de historia sobre la evaluación educativa como un método para mejorar la práctica educativa y los planes y programas de estudio y después migración de la evaluación con una perspectiva científica.
Ralph W Tyler planteó desde 1930 la necesidad de aplicar la evaluación desde el punto de vista científico para perfeccionar la calidad de la educación, siendo conocido como el padre de la evaluación educativa. Destacó por sus aportaciones en las que sobresalen el cumplimiento de objetivos y el programa para valorar el aprendizaje.
En la década de 1970 se asoció la evaluación a la responsabilidad del personal docente en el logro de objetivos educativos Rutman y Mowbray (1983). Surgen toda clase de modelos de evaluación, se consolida a la evaluación como parte de la investigación, aparecen revistas especializadas en el tema.
En el terreno de la evaluación orientada a objetivos y evaluación sistemática, en la década de los 1990s, se reconoce el trabajo de Daniel Stufflebeam, quien promueve la realización de investigaciones en evaluación. Es uno de los primeros que propone en esa fecha, la auto-evaluación profesional (auto-evaluación del profesor respecto de su desempeño docente) proporcionando a los educadores las destrezas para aplicarla y favorecer actitudes positivas hacia la evaluación. Información con mayor detalle se obtiene en la siguiente liga:
http://www2.sepdf.gob.mx/formacion_continua/antologias/archivos-2014/SEP220021.pdf
Respecto a la auto.evaluación y evaluación por pares (auto-evaluación de de los alumnos respecto de su rendimiento académico y evaluación del aprendizaje de los alumnos por sus condiscípulos), también se inició a fines del siglo XX cuando estaba en pleno la construcción y validación metodológica de los instrumentos de medición y evaluación educativa.
En esa época (fines del siglo XX) hay una serie de autores que realizaron investigaciones educacionales y educativas en la nueva tendencia de evaluación por pares y auto.evaluación del rendimiento académico, utilizando la metodología ya desarrollada para validar los instrumentos de evaluación del aprendizaje. Sin embargo hubo un cambio en la calidad de la evaluación, pues incorporaron métodos e instrumentos de evaluación cualitativa, con instrumentos estructurados y validados para tal fin, resultados cualitativos de encuestas, entrevistas y tipos de relación profesor alumno, además de valoración de ensayos elaborados por los mismos alumnos narrando su experiencia de aprendizaje, y haciendo análisis semántico del contenido de dichos ensayos.
Ejemplo de este tipo de investigación educativa es la que propone Ljubomir Jacić con el artículo que se obtiene en el vínculo o liga: https://www.researchgate.net/search...t%20in%20education&type=publication
Es precisamente en este periodo donde surge la tendencia de evaluar estilos de aprendizaje desde el punto de vista del alumno y no sólo del profesor. Se descubrió que esto era factible con la utilización por el alumno de estrategias meta-cognoscitivas que le permitían regular sus habilidades de estudio y por lo tanto, su aprendizaje. Por lo cual se concluyó que la estrategia meta-cognoscitiva era la que más se relacionaba con la auto-evaluación y auto.control de aprendizajes.
Respecto de esta última información propongo en archivo anexo una publicación sobre evaluación educativa, historia, evolución e instrumentos de medición.
Atentamente
Dr. José Luis García Vigil
It is wise to do a little background on educational assessment as a method for improving educational practice and plans and curricula and then migration of the evaluation with a scientific perspective.
Ralph W Tyler raised since 1930 the need for evaluation from the scientific point of view to improve the quality of education, being known as the father of educational evaluation. He noted for his contributions in projecting the achievement of objectives and to assess the learning program.
In the 1970 assessment associated with the responsibility of teachers in achieving educational goals and Mowbray Rutman (1983). Arise all kinds of evaluation models, consolidated evaluation as part of the research, published journals on the subject.
In the field of goal-oriented and systematic, in the early 1990s, evaluating the work of Daniel Stufflebeam, who promotes conducting research on evaluation recognizes. It is one of the first proposed at that time, professional self-assessment (self-evaluation of the teacher about their teaching performance) providing educators with the skills to apply and promote positive attitudes towards evaluation. Information is obtained in more detail in the following link:
http://www2.sepdf.gob.mx/formacion_continua/antologias/archivos-2014/SEP220021.pdf
Regarding the auto.evaluación and peer evaluation (self-evaluation of students regarding their academic performance and learning assessment of students by their classmates), also it began in the late twentieth century when he was in the construction and methodological validation of measuring instruments and educational evaluation.
At that time (late twentieth century) there are a number of authors who conducted educational research and education in the new trend of peer and academic performance auto.evaluación, using the methodology and instruments developed to validate learning assessment. However there was a change in the quality of the evaluation, as incorporated methods and tools for qualitative evaluation, structured and validated instruments for this purpose, qualitative results of surveys, interviews and types of teacher student relationship, in addition to assessment tests developed by the students themselves narrating their learning experience, and doing semantic analysis of the content of such tests.
An example of this type of educational research is that proposed Ljubomir Jacić article obtained in the link: https://www.researchgate.net/search...t%20in%20education&type=publication
It is in this period where the tendency to assess learning styles from the point of view of the student and teacher not only arises. It was found that this was feasible with the use by students of meta-cognitive strategies that enabled him to regulate their study skills and therefore their learning. Therefore it was concluded that the meta-cognitive strategy was the one that was related to self-evaluation and auto.control of learning.
Regarding the latter information in the attached file propose a publication on educational evaluation, history, evolution and measuring instruments.
Sincerely
Dr. Jose Luis Garcia Vigil
Dear all. Question respected Asmuni affects self-esteem of the author. Please forgive me, but the author is known. The sage Chilo inscribed at Delphi: "Gnothi seauton" - "Know yourself". Before teaching others before to evaluate the ability of others, a reasonable Human should know their capabilities. And to pay tribute to the original sources.
Critical Friends is a source for peer assessment - teacher to teacher or student to student. It appears to be a protocol developed and used with the Coalition for Essential Schools group - Ted Sizer.
http://www.nsrfharmony.org/system/files/protocols/tuning_0.pdf
Peer Evaluation or Self evaluation is one of the major part of learner-centric teaching.
self evaluation during formative assessment stage students will learn a lot about answering to the questions.
It is one of the best practice.
Check out :
Self and Peer Assessment in School and University: Reliability, Validity and Utility
by Keith Topping
"Self-assessment and peer assessment might appear to be relatively new forms of
assessment, but in fact, they have been deployed in some areas of education for many
years. For example, George Jardine, professor at the University of Glasgow from 1774 to 1826, described a pedagogical plan including methods, rules and advantages of peer assessment of writing (Gaillet 1992) ... "
http://link.springer.com/chapter/10.1007/0-306-48125-1_4#page-1
http://link.springer.com/chapter/10.1007/0-306-48125-1_4
Hello sir!
Please go through a pertinent review article of your interest.
While we do not suggest that teachers dispense with summative assessment entirely, we suggest that assessment can be made more useful to learners by incorporating a scaffolding approach to assessment. By scaffolding approach, we mean, a year-long programme of formative assessment and feedback that feeds forward into the summative assessment. It was emphasised from mid of 80s and discussed widely in the literature review from 2007-2009 and remains on.
Dear Ranjita Santra,
Thank you very much, I have downloaded your paper.
Regards, Asmuni
I did my masters dissertation on this topic in 1977 and published an article from it in Educational Review Vol 31 no 1 --3-10 entitled 'Communication in the Classroom: a study of the role of assessment in motivation'. From my literature search at the time i found very little research available on this topic then so i would think my small study might be one of the earliest empirical enquiries.
Dear Patricia Broadfoot,
Thank you very much, suggestion and paper you're very precious to me.
Best Regards, Asmuni
Peer Assessment in its basic form is at least 50 years old. Progress in its (scoring) methodology has been very slow and unsystematic. That need not be. See my ongoing project on ResearchGate:
Link:
- https://www.researchgate.net/project/Peerwise-Assessment-Scoring-Systems-acronym-PASS
In the meantime we have started a new project about peerwise assessment aimed at transferring and applying the insights from the previous, more theoretical and technical project into practice.
That implies, that the new project shall be immediately relevant and useful for educational practitioners aiming at peerwise assessment in their own classes.
Why relevant and useful? Because there isn't currently any relevant and useful alternative to the insights and techniques we have worked out in the last years (especially 2017).
Link:
- https://www.researchgate.net/project/Peerwise-Assessment-2018-Methods-Techniques-Tools-and-Applications
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