Sebba Judy, Deakin Crick Ruth & Yu Guoxing et al. (2008). Systematic review of research evidence of the impact on students in secondary schools of self and peer assessment. London : EPPI-Centre. En ligne : <http://eppi.ioe.ac.uk/c ... 2415&language=en-US>.
Added by: Laure Endrizzi (20 Nov 2008 10:55:57 Europe/Paris)
|Resource type: Report/Documentation
BibTeX citation key: Sebba2008
Subcategories: √Čvaluation des √©l√®ves, √Čvaluation des √©l√®ves
Keywords: √©valuation, √©valuation des √©l√®ves
Creators: Deakin Crick, Durant, Harlen, Lawson, Sebba, Yu
Publisher: EPPI-Centre (London)
Views index: 29%
Popularity index: 7.25%
|URLs http://eppi.ioe.ac ... 415&language=en-US|
What do we want to know?
Empirical research into student self and peer assessment has been concerned either with comparison of students‚Äô own assessment with teachers‚Äô assessment, or the effects of introducing self and peer assessment on students. This review is not concerned with the former but only with impact on students‚Äô academic achievement and non-cognitive outcomes. Several studies in an earlier review by Black and Wiliam (Assessment Reform Group 1999, Black and Wiliam 1998a & b) reported gains in achievement of students who have been involved in self and peer assessment, but there is no existing systematic review of this field. The aim of the review was to fill this gap by addressing, through a systematic review, the research evidence of the impact on students in secondary schools of self and peer assessment. Evidence of how any impact depends on particular circumstances has been sought so that, where trustworthy evidence is found, implications for policy and practice can be identified.
What did we find?
Most studies reported some positive outcomes for the following:
* Pupil attainment across a range of subject areas (9 out of 15 studies showed a positive effect)
* Pupil self-esteem (7 out of 9 studies showed a positive effect)
* Increased engagement with learning, especially goal setting, clarifying objectives, taking responsibility for learning, and/or increased confidence (17 out of 20 studies showed a positive effect)
Conditions that affect the impact of self or peer assessment
* The classroom culture was related to positive outcomes for students. The teacher needs to be committed to learners having control over the process, and to be able to discuss learning and develop effective student feedback.
* Self and peer assessment are more likely to impact on student outcomes when there is a move from a dependent to an interdependent relationship between teacher and students which enables teachers to adjust their teaching in response to student feedback.
* Although no clear relationship between students owning the process and positive outcomes was established in the review, it does seem to be important to involve students in ‚Äėco-designing‚Äô the criteria for evaluation. This helps them to develop a better grasp of their own strengths and weaknesses. Students need to be aware of the targets they are trying to achieve, and these should focus on outcome not process goals.
* There were no significant differences for different groups of students (for example by gender, ethnicity or prior attainment).
* There was no clear evidence to show whether peer and self assessment works better in some subjects than others, although limited evidence suggests that practice-based subjects may respond more immediately but that the outcomes are less embedded than in other subjects.
Added by: Laure Endrizzi