Self-Assessment and Peer-Assessment in Higher Education: Promises and Challenges

Self-Assessment and Peer-Assessment in Higher Education: Promises and Challenges

• Martin Roy, Université du Québec à Montréal, Canada

• Nathalie Michaud, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2018.458

Résumé

Change of paradigm in education introduced by constructivism and social constructivism has impacts on the evaluation of learning (Morrissette, 2010). This article aims to highlight two methods: self-assessment and peer-assessment. These methods, implemented in the new perspective, request the student to engage in the process of assessment. However, they seem underused in the context of higher education (Campanale, 2007). A review of the literature allows an overview of reasons and advantages of using these two methods. In addition, challenges and traps are highlighted. The article ends on potential solutions and strategies to assist their implementation in the classroom.

Abstract

Change of paradigm in education introduced by constructivism and social constructivism has impacts on the evaluation of learning (Morrissette, 2010). This article aims to highlight two methods: self-assessment and peer-assessment. These methods, implemented in the new perspective, request the student to engage in the process of assessment. However, they seem underused in the context of higher education (Campanale, 2007). A review of the literature allows an overview of reasons and advantages of using these two methods. In addition, challenges and traps are highlighted. The article ends on potential solutions and strategies to assist their implementation in the classroom.