Comparing the use of peer and self-assessment in parallel modules

Abstract

My interest in comparing peer and self assessment techniques lies in the influence that may have on
 student learning. The key question is, what might students be expected to learn or gain from
 participating in either activity, and perhaps more fundamentally, is it any use?
 This article is based upon my experience of using self assessment over the past six years and of
 implementing peer assessment during the last academic year, when I was able to monitor these
 processes in two parallel level one undergraduate modules that I lead at University of Brighton
 Business School. In both cases the techniques were used as a form of formative, pre-assessment,
 with final grades being tutor awarded.
 The article will aim to give short theoretical definitions of both peer and self assessment, before
 detailing the background to design and implementation of peer and self-assessment in the two
 parallel modules and then to offer a comparison of the outcomes of each. The paper will then report
 the findings of a small study of peer, self and tutor awarded grades, before turning to providing
 some arguments for peer and self assessment, and then finally coming to some general conclusions
 and identifying some further questions for consideration.