Self and Peer Assessment

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.

This thesis assesses the African Peer Review Mechanism (APRM) as it has played out in Nigeria. The APRM is an initiative by the African Union (AU) and the New Partnership for Africa's Development (NEPAD) to promote good governance through self-assessment and monitoring by African states. The APRM is particularly interesting as a continental (rather than single country) programme which puts the good governance agenda in the hands of African states themselves (rather than international financial institutions, for example). Focusing on the National Programme of Action (NPoA) of 2009 - 2012, the research finds that the APRM has had little or no impact on governance in Nigeria. Notwithstanding the NPoA's limited contributions to national development, the entire process has failed to recognise, engage and tackle the underlying socio-political dynamics of politics in the country, which have the most impact on governance structures and processes. The thesis accounts for this outcome by examining structure (through the role of actors) and underlying socio-political dynamics, both nationally and internationally. In terms of actors the research explores the role of individual leaders, NEPAD and APRM secretariats (national and continental), federal state representatives, regional and sub-regional organisations, international donors, and civil society in the APRM process. In terms of underlying factors, Richard Joseph's theory of prebendalism gives analytical power to understanding the APRM within Nigeria's political culture, while the neo-Gramscian perspective of cultural hegemony enables an analysis of the APRM within the broader international context. Both contribute to a holistic assessment of the APRM in Nigeria. Neither one of these two theoretical contributions is able to offer a comprehensive assessment if used unmodified or on their own. The APRM has the potential to open new political spaces for collaborative engagement between government and civil society in Nigeria, with the possibility of beneficial effects for governance and accountability. So far, however, this potential has not been realised. This must be judged as a significant shortcoming to date.

Two approaches to self-assessment are optimal, because they include the assessment criteria: rubrics and scripts. The aim of this study is to compare the effect of rubrics and scripts on self-regulation, performance and self-efficacy. A total of 69 pre-service teachers participated in the study. During a semester the participants were trained to design multimedia material in three experimental conditions (rubrics, scripts and control). Results showed that students using the scripts had higher levels of learning self-regulation after the intervention, whereas rubrics decreased performance/avoidance self-regulation (negative self-regulatory actions detrimental to learning). No significant effects were found for students’ performance or self-efficacy. Students preferred the use of rubrics to the use of scripts.

V práci predkladám konkrétny návrh hodnotiaceho formulára na hodnotenie vlastného tlmočníckeho výkonu študentov, ktorý sa dá využiť vo výučbe tlmočenia, ale aj v samostatnej práci študentov. Detailný popis tvorby formulára, ako aj iné zaujímavé zistenia nájdete v mojej dizertačnej práci s názvom Hodnotiaci formulár ako nástroj tlmočníckej sebareflexie u študentov: didaktické východiská.

[SLOVAK] Autorka sa v teoretickej časti zaoberá otázkou hodnotenia kvality tlmočenia a otázkou tlmočníckej sebareflexie, ponúka prehľad poznatkov v domácej aj zahraničnej literatúre na obe témy a predstavuje existujúce hodnotiace formuláre ako nástroje tlmočníckej sebareflexie. Na základe preštudovanej literatúry autorka predstavuje vlastný návrh hodnotiaceho formulára určeného na tlmočnícku sebareflexiu študentov, ktorý je založený na kombinácii kvantitatívneho a kvalitatívneho hodnotenia tlmočenia. Na základe hodnotiaceho formulára sa tlmočenie hodnotí najskôr kvantitatívne – pomocou kritérií rozdelených do troch sekciií: prednes, jazyka a obsah, a následne dáva formulár priestor aj na kvalitatívne ohodnotenie tlmočenia stručným slovným popisom. Formulár je určený na dlhodobú tlmočnícku sebareflexiu, v rámci ktorej študent systematicky pracuje na svojich nedostatkoch. Dizertačná práca prináša okrem výsledkov troch etáp testovania formulára aj porovnanie tlmočníckej sebareflexie s troma objektívnejšími typmi hodnotenia tlmočenia (hodnotenie spolužiakmi, hodotenie príjemcami, a propozičná analýza). Autorka prichádza k záveru, že pomocou tlmočníckej sebareflexie môžu študenti spozorovať viditeľné zlepšenie svojho tlmočenia už počas niekoľkých týždňov.
Kľúčové slová: tlmočnícka sebareflexia, sebahodnotenie tlmočenia, kvalita tlmočenia, hodnotiaci formulár, didaktika tlmočenia

[ENGLISH] The theoretical part of the thesis deals with quality assessment in interpreting as well as with interpreters‘ retrospection. It provides an overview of Slovak and foreign literature on the topic and presents existing self-assessment sheets. The author then proposes a new self-assessment sheet for simultaneous interpreting which consists of a combination of quantitative and qualitative evaluation. An interpreting output is first assessed quantitatively based on assessment criteria in three sections – delivery, language and content, and then it is assessed qualitatively using words. The sheet is meant for a long-term self-assessment which enables students to work on their deficiencies in interpreting. Besides three stages of testing of the self-assessment sheet, the thesis also presents a comparison of self-assessment of interpreting with three other, more objective types of assessment (peer review, user evaluation and propositional analysis). The research has shown that a regular process of interpreters‘ retrospection with students can lead to a visible improvement of their interpreting skills within as little as a few weeks.
Key words: interpreters‘ retrospection, self-assessment of interpreting, interpreting quality, self-assessment sheet, didactics of interpreting

Although assessment of performance will be central to revalidation, to clinical governance and to maintenance of quality in the National Health Service, formal appraisal by a third party will be no more than an annual event for most medical staff. To be fully effective doctors should assess their own clinical performance more frequently, but many lack training in how to do this. Self-assessment is also a valuable exercise in its own right. Benefits include increased morale and motivation as well as improvements in knowledge, communication and performance. This paper sets out the case for devoting more time to the teaching of self-assessment skills.

Objective: To develop an effective model to enable educators to teach, develop and assess the development of midwifery students' teamwork skills Design: An action research project involving participant interviews and academic feedback. Setting: A regional university Participants: Midwifery students (n=21) and new graduate midwives (n=20) Interventions: A whole of course program using a rubric, with five teamwork domains and behavioural descriptors, to provide a framework for teaching and assessment. Students self and peer assess. Lectures, tutorials and eight different groupwork assignments of increasing difficulty, spread over the three years of the undergraduate degree are incorporated into the TeamUP model. Findings The assignments provide students with the opportunity to practice and develop their teamwork skills in a safe, supported environment. Key conclusions The social, emotional and practical behaviours required for effective teamwork can be taught and developed in undergraduate health students. Implications for practice: Students require a clear overview of the TeamUP model at the beginning of the degree. They need to be informed of the skills and behaviours that the TeamUP model is designed to help develop and why they are important. The success of the model depends upon the educator's commitment to supporting students to learn teamwork skills.

Little research has been conducted on self and peer assessment (hereafter, SA and PA) in Chinese language education in the United States, despite the fact that both forms of assessment have multiple benefits for language learning and it is argued they should be an integral component of language teachers' repertoire of classroom assessment. Particularly, little is known about Chinese language teachers' perceptions of SA and PA and their classroom SA and PA practices. To address this knowledge gap, this study aimed at exploring Chinese language teachers' perceptions and implementation of SA and PA and establishing a ground for future research in this field. Using a qualitative methodology, we interviewed ten K-12 Chinese language teachers in US schools. By examining the interview responses of those teachers, this study revealed some important findings. Notably, all the teachers realized the benefits of SA and PA for student learning. Yet, there was rare use of them in most teachers' classrooms. We discussed this gap by drawing upon the probed responses of the teachers as well as our inferences. The findings of this study inform SA and PA of Chinese language in K-12 classrooms and professional development for Chinese language teachers in US schools.

How can educators enhance academic outcomes and career-readiness competencies in diversely-composed teams through group peer feedback?

The National Association of Colleges and Employers Job Outlook Report for 2019 identified that teamwork, collaboration, professionalism, and oral communications rate amongst the most highly needed Career Readiness Competencies (CRCs) sought by employers (NACE, 2018). These competencies rate at least as ‘Essential’ or ’Absolutely essential’. To a lesser extent, global and multicultural fluency was rated as ‘Somewhat essential’. Nevertheless, the requirements for multicultural fluency are certainly rising. Consequently, teachers have the opportunity and responsibility to apply educational practices that maximise the benefits associated with assigning academic assignments to diversely-composed teams.

Group assignments provide learners with opportunities to establish, practice, and develop essential CRCs including multicultural fluency. However, for effective learning to be surfaced from a group assignment the teacher must ‘wrap around’ several additional learning processes. First, learners must distinguish between the exemplary, adequate, and inadequate demonstration of the CRCs. Second, learners must practice applying their CRCs within the context of their group assignment. Finally, well-managed peer assessment and peer feedback processes are crucial to ensuring that learners gain timely feedback on their CRC strengths and areas for development.  Specifically, the peer feedback process must provide measures that value the inclusion of others and the contribution towards helping others learn course concepts and project requirements.

Group assignments generate several possible risks such as social loafing, exclusion, and dominating behaviour. These risks may be raised as group composition becomes more diverse as measured by factors such as culture, country of origin, geographic location, age, gender, subject discipline, personality, and life experience. Our evidence is that early risk identification through formative group peer assessment and peer feedback is an effective approach towards mitigating these types of risks, raising overall team cohesion, team performance, academic results, and, ultimately graduate employability (Sprague, Wilson, & McKenzie, 2019, Mellalieu & Dodd, 2018).

We address questions including:

- What is the role of peer assessment and peer feedback in raising academic outcomes and career-readiness competencies?

- How can peer assessments be adjusted to value the inclusion of others and helping others?

- What are the best practices for managing peer assessment and feedback in a teaching course comprising diverse learners?

- How can peer feedback be used to identify and mitigate promptly the risks associated with diverse and multicultural teams undertaking group assignments?

- How can the design of group projects be improved to value diversity and enable the enhancement of global and multicultural fluency?

La autoevaluación es una práctica habitual en las clases en los diferentes niveles educativos. Desafortunadamente un porcentaje elevado de profesores desconoce de qué manera específica afecta al aprendizaje de nuestros alumnos y cómo implementarlo con éxito en las aulas. En este trabajo realizamos un recorrido por las dos corrientes que enfatizan el uso de la autoevaluación (teorías autorregulatorias y evaluación formativa) presentando una re-conceptualización de lo que significa autoevaluación. Posteriormente se analiza cuáles son las relaciones entre la autoevaluación y el uso de estrategias de aprendizaje de los alumnos y cómo se adquiere esta capacidad. A continuación se presentarán estrategias pedagógicas que fomentan una buena implementación en el aula para que los profesores podamos ayudar a nuestros alumnos a adquirir la capacidad de autoevaluarse.

The present study examines the added value of structuring the peer assessment process, by providing students with a peer feedback template with a varying structuring degree, for the peer feedback content quality in a wiki environment in higher education. The present study took place in the 1st year of a university course in Instructional Sciences (N=176) and more specifically compared three conditions: no structure peer feedback (control), basic structure peer feedback, and elaborate structure peer feedback condition. Quantitative content analysis of students’ (n=41) peer feedback messages was performed, and analyses of (co)variance revealed some discrepancies between the conditions regarding the proportion of peer feedback content categories: (1) peer feedback style, (2) verification type, (3) verification focus, (4) elaboration type, and (5) elaboration focus. This study demonstrated that a higher
structuring degree in a peer feedback template during the peer assessment process can have an impact on peer feedback content with respect to the abovementioned categories the peer feedback content. Results revealed significant differences between the three conditions regarding the peer feedback content categories. This study illustrated how a practical instructional intervention in the feedback process can increase the potential impact of peer assessment and boost students’ learning in higher education.

Researchers examining the accuracy of observers ratings of others are devoting increased attention to peer-reported personality traits. Thus, the main purpose of this study was to investigate convergent validity of the three-factor Dark Triad model of personality framework, using two different rating methods: self-ratings and peer-ratings. Each participant (N = 266) was asked to collect three peer ratings (total peers N = 798). First, respondents completed three Dark Triad measures—Mach IV, SRP-III, and NPI-17 instruments. The peer-report forms of these instruments consisted of the same items as in the self-report version, but the rephrasing was appropriate to a third-person perspective. With the exception of one subscale of narcissism, Dark Triad measures demonstrated substantial convergent validity. These findings challenge views that at least two dark personality characteristics , i.e. psychopathy and Machiavellianism, are accurately observable phenomenon. The influences of agreement between self and other raters are discussed in relation to the degree of ratability and social desirability.

Özet Araştırmanın amacı, işbirlikli öğrenme ortamlarında kullanılan öz ve akran değerlendirmenin öğrencilerin akademik başarıları, derse yönelik tutumları ve strateji kullanımları üzerindeki etkilerini ortaya koymaktır. Araştırmanın modeli kontrol gruplu ön test son test modelidir. Araştırma, 2006–2007 öğretim yılı bahar döneminde, İngilizce dersini alan 10. sınıf öğrencileri ile yürütülmüştür. Deney grubunda 18, kontrol grubunda 18 öğrenci araştırma sürecine katılmıştır. Deney ve kontrol grubuna ön test, son test ve izleme testi olarak İngilizce başarı testi, İngilizce dersine yönelik tutum ölçeği ve dil öğrenme stratejileri ölçeği uygulanmıştır. Dersler, deney grubunda öz ve akran değerlendirme uygulamalarına dayalı işbirlikli okuma ve kompozisyon tekniğine (BİOK), kontrol grubunda ise geleneksel yönteme göre işlenmiştir. İngilizce dersi başarı testi, tutum ölçeği ve dil öğrenme stratejileri ölçeğine ilişkin veriler, tekrarlı ölçümler için varyans analizi tekniği ile çözümlenmiştir. Araştırmanın sonucunda, öğrencilerinin İngilizce başarı testi, İngilizce dersine yönelik tutum ölçeği ve dil öğrenme stratejileri ölçeğinin duyuşsal boyutu dışında diğer boyutlarla ilgili ortalamaları arasında deney grubu lehine anlamlı farklar bulunmuştur. Abstract The purpose of the research is to argue the effects of self-assessment and peer assessment used in cooperative learning environments on academic achievements, attitudes towards the course and retention levels of students. A pre-test and post-test model with control group was used in the research. The research was carried out with tenth grade students taking English Course in the second term of 2006-2007 academic year at a boarding High School. There were 18 students in the experimental group and 18 students in the control group. An attitude scale, an achievement test and a language learning strategies inventory on English course –in the form of a pretest, a posttest, and a follow up test developed by the researcher-were implemented to the experimental and the control

This paper describes the enlargement of the initial conception of
formative assessment with reference to constructivist, sociocultural
and situated theories of learning and the concept of co-regulation. It
reviews research on student involvement in formative assessment
practices (self-assessment, peer assessment, whole-class discussions
of criteria and exemplars) in the area of writing, with a focus on primary
school classrooms. Student participation in the co-construction of
formative assessment is illustrated by qualitative observations from
a study of a writing activity carried out in grades 5 and 6. The observations
are discussed in relation to findings from other research and
implications are presented for teacher professional development and
for future studies of formative assessment of writing.

The benefits of collaborative learning have long been asserted. Group assignments have been deployed by teachers in higher education to realise several benefits such as enabling students to undertake more demanding academic challenges. However, there is debate about the validity and fairness of group assignments. Furthermore, educational and professional accreditation agencies increasingly view academic grades determined from group assignments with suspicion. Does this student deserve the academic qualification they have been awarded when a significant proportion of their academic credit has arisen from group work? What level of teamwork capabilities has this graduate actually demonstrated?

Meanwhile, students often loathe the experience and prospect of group assignments. Fair-minded students wonder why the freeloaders and bullies in their team should get the same academic grade. Ambitious students wonder if they will receive recognition for the extra effort and leadership they have contributed. Perhaps they should prioritise their efforts elsewhere? Other students wonder how they could improve both their own and their teammates’ contribution to the teamwork and leadership processes required for success. Teacher assign students to groups and hope that their students will develop the teamwork capabilities students need for academic and professional success.

To respond to these challenges teammate peer assessment is becoming recognized as contributing to fairer academic results and more valid assessments. Furthermore, when combined with timely peer feedback, students working on group assignments can adapt their behaviour to deliver better contributions and achieve better academic results for both their team and themself. Students also learn and demonstrate measured capabilities in teamwork, leadership, communication and project management that are valued by the workplace and professions, improve their success in future academic group assignments, and better prepare themselves for leadership roles within the fourth industrial revolution.

This book is intended as a practical handbook and reference guide for
- Teachers who wish to improve the validity and fairness of the group assignments they currently use with their students
- Teachers who wish to introduce or redesign their group assignments in a manner that maximises the many benefits for students that can emerge from such assignments
- Teachers who use contemporary teaching methods such as team-based learning and the flipped classroom who wish to improve their processes of teammate peer assessment and feedback
- Teaching and learning advisors who wish to understand the factors relevant to supporting teachers in their use of group assignments and peer assessment
- Programme and academic directors concerned with establishing academic policy for student group work and peer assessment.
- Teaching and learning technologists who wish to understand the factors relevant to the implementation of digital platforms that support teachers’ and students’ adoption of teammate peer assessment
- Institutional researchers who wish to use the results of teammate peer assessments in their institution to analyse issues such as student success, retention and failure

Rater training is fundamental in reducing rater variability in self-and peer assessments practice within the paradigm of assessment as learning (AaL). Since Malaysian education system is examination-oriented in which assessment of learning (summative) and assessment for learning (formative) dominate, ESL learners are rarely asked to rate themselves or their peers as the system is still sceptical in entrusting learners with the role of assessors. Learners are normally perceived as unable to (1) assess accurately, (2) assess consistently and (3) discriminate oral proficiency components in their performance. Therefore, this study attempts to gauge learners' rating skills on these three assumptions through the use of Common European Framework of Reference (CEFR) oral assessment criteria. Quantitative analysis was conducted using the Rasch model while a short semi-structured interview was used to support the quantitative results obtained. Findings from this study suggest that ESL learners were generally able to rate accurately and consistently after rater training. The rater training had also somewhat sensitized these learners to CEFR oral proficiency components but they were still grappling in confidently rating range and accuracy. Based on these findings, it indicates that ESL learners' are ready for AaL paradigm shift and this will possibly launch a platform for self-and peer assessments practice in ESL classrooms. Such assessments will promote active learning and effective learner-centred classroom.

O ensino do pensamento computacional na educação básica é uma necessidade premente. Contudo, a aprendizagem de  conceitos computacionais possui diversos desafios. Neste âmbito, este trabalho apresenta um estudo que visou analisar o impacto da avaliação por pares na aprendizagem do pensamento computacional e na qualidade de jogos produzidos pelos educandos em contraste com uma abordagem tradicional de avaliação da aprendizagem, no contexto de um curso de programação de jogos digitais no ensino médio. Os resultados obtidos sugerem que a adoção da estratégia proposta é benéfica ao aprendizado e pode contribuir com a jogabilidade de games produzidos pelos estudantes.

In this paper, we will address an enhanced approach for online peer-assessment where new features of candidate answer marking have been used. Students are capable to select specific parts from the candidate answer and mark them as correct, wrong, or irrelevant. Special colors are used to tag the selected part of the candidate answer in order to help students giving a reasonable final score and to provide visual feedback for the answer owner. A web based tool has been developed, an experiment was conducted and valuable results have been found.

Abstract
This dissertation was an attempt to investigate the reliability, validity, and pedagogical benefits of self- and peer-assessment in language learning. The main problems investigated in this study were concerned with the relationship between the Big Five (i.e., Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness) and (a) rating error in self- and peer-assessment of writing performance, (b) the degree of improvement in writing performance through practicing self- and peer-assessment, and (c) the degree of improvement in self- and peer-rating accuracy through practicing self- and peer-assessment. Furthermore, the relationship between language proficiency level and (a) rating error in self- and peer-assessment of writing performance, and (b) the degree of improvement in self- and peer-rating accuracy through practicing self- and peer-assessment were investigated. Next, this study examined the effect of self- and peer-assessment of writing performance over time on (a) the writing performance, and (b) rating error. In the last part of this study, which involved studying the scoring method in self- and peer-assessment, the relationship between holistic and analytic scoring was investigated, and then the effect of practicing self- and peer-assessment over time on improving the holistic and analytic rating accuracy was pursued. Finally, a comparison was made between the rating error in holistic and analytic self- and peer-assessment. The needed data for this study were collected from 196 Iranian male and female, adult undergraduate students studying different English majors. After administering a language proficiency test and the NEO-FFI personality traits inventory to determine the participants’ language proficiency level and personality traits respectively, the participants were randomly assigned to two treatment groups, undergoing self-assessment or peer-assessment of writing performance for 11 sessions, and one control group. The data analysis, done via correlation analysis and mean-comparison measures, revealed that the Big Five had a very weak and insignificant relationship with (a) rating error in self-assessment, (b) writing performance improvement as a result of practicing self- and peer-assessment, and (c) the degree of improvement in self- and peer-rating accuracy, but it had a relatively significant negative correlation with rating error in peer-assessment. Language proficiency was also found to have a weak relationship with (a) rating error in self- and peer-assessment, and (b) the extent to which the learners improved in their rating accuracy as a result of practicing self- and peer-assessment. In addition, peer-assessment was found as the most effective practice in improving the writing performance of the participants, and practicing self- and peer-assessment improved the rating accuracy of the participants equally and significantly. Finally, the data analysis revealed that there was a significantly high positive correlation between holistic and analytic scoring in self- and peer-assessment. Neither of the assessment methods increased the holistic-analytic correlation significantly in comparison to the other method, and the practice of self-assessment and peer-assessment equally and significantly decreased both holistic and analytic rating error of the participants. The implications of the above findings are for language teaching and testing, teacher training, syllabus design and materials development, as well as educational policy-making and administration, which all call for more support and inclusion of self- and peer-assessment in language teaching for all the benefits that self- and peer-assessment can offer.

Pupils involved in peer assessment often state that they do not feel entirely comfortable with publicly evaluating their peers. It is found that peer-pressure might cause stress and a lack of accuracy of the assessment (Falchikov, 2003). Based on social impact theories (e.g. Latané, 1981), anonymity within peer assessment can be considered as a solution. Yet, although the benefits of anonymity are previously investigated in the context of classroom voting and debating in higher education (Ainsworth et al., 2011), no research is found regarding anonymity in the context of peer assessment in a face-to-face secondary education setting. To fill this gap, the present study was set up to investigate whether anonymity of the assessors in peer assessment can counter undesirable social effects. It was hypothesized that anonymous modes of peer assessment will induce a reduced perception of peer pressure, a reduced fear of failure, and more positive attitudes towards peer assessment. Classroom response technology (CRT) was introduced as a tool that enables anonymity within face-to-face settings (Kay & Knaack, 2009). A quasi-experimental study was set up in four secondary classes in Belgium (n=69). In all classes, pupils had to assess each others’ group presentations on different criteria in a face-to-face classroom setting. In the control group (2 classes) a traditional peer assessment approach was used, i.e. raising score cards-, while in the experimental group (2 classes) CRT was used to give scores anonymously. In the latter, score distributions were presented on a screen in front of the class. Feelings of peer-pressure, fear of failure towards the other, and pupils’ general attitudes towards peer assessment were measured using a post-questionnaire. It was found that the pupils who used CRT as a tool to give scores anonymously, felt less peer pressure and fear of failure than those in the classic peer assessment condition. They also reported more positive attitudes towards this kind of evaluation. Implications of these results are discussed.

At the Vrije Universiteit of Amsterdam, the use of peer assessment is increasingly being considered by lecturers that want to give their traditional lecture-based courses a more active learning component. Prins et al.(2005) point out that peer assessment can be very well integrated in such courses and research shows that formative peer assessment results in an increased understanding of the learning content, the development of assessment skills and a reflection on one's own learning performance (Hamer, Kwong et al. 2005; Prins, ...

Several studies have addressed the subject of the preferences of L2 student-writers for receiving teacher feedback (FB) on macro level features (feedback related to meaning) and micro level features (feedback related to surface level issues); however, none of these have investigated their preferences when it comes to giving and receiving peer feedback (PF). In the present study, two forms of the peer feedback technique were introduced in two consecutive phases: in phase one the students practised providing both macro and micro peer feedback on five essays, while in phase two they provided only macro feedback to their fellow students while the teacher
supplied the micro feedback. The participants were 41 EFL undergraduate Saudi students undertaking an English
programme at a Saudi higher tertiary institution. The study adopted a one-group design for the data collection. A
mixed method approach was employed using pre-, mid- and post-questionnaires, mid- and post-interviews, and also recording verbal protocol sessions while the participants provided peer feedback to one another. The findings of the study suggested that the participants had a preference for giving and receiving peer feedback on both levels. However, it also appeared that their responses may have been affected by the way they had been taught in the past.

This thesis investigates the effect of promoting self-assessment through the use of rubrics and self-assessment scripts on self-regulation, learning and self-efficacy. The theoretical chapter starts with a revision of different self-regulation theories, followed by an analysis of the process and acquisition of self-regulation, finishing with a revision of the state of the art in self-assessment, an explanation of the phenomena and what are the instructional conditions that favour its implementation.
The empirical part of the dissertation is composed of four studies; three of them study the effect of training self-assessment on self-regulation, learning and self-efficacy
using different samples and methodologies. The fourth study carries out the validation of the self-regulation questionnaire designed for this intervention.
In the first study, 120 Secondary Education students were trained on analysing landscapes with an experimental design with three independent variables (process/performance instructions x self-assessment instruments -control/rubric/script- x mastery/performance feedback). The participants belonged to one of twelve possible conditions based on its design (2x3x2). Self-regulation was measured through questionnaire and thinking aloud protocols. Results showed that the use of scripts enhanced self-regulation over rubrics and the latter over the control group and, also, that the use of the two self-assessment instruments increased learning over the control group. However, most interactions were not significant.
In the second study, 69 Teacher Program students were trained on multimedia material design using rubrics and self-assessment scripts during a semester. The classroom groups were assigned to one of three conditions (control, rubric or script). Results showed that students using script had advantages in their self-regulation and that the rubric group had a higher gain than the control group. No significant effects were found in performance, and a tendency was observed for students using the self-assessment instruments having higher self-efficacy.
In the third study, 85 first year Psychology students were trained in summarizing and designing conceptual maps using rubrics and self-assessment scripts during a semester. The classroom groups were assigned to one of two conditions (rubric or script). Results showed that the script group maintained the same level of selfregulation while self-regulation decreased for the rubric group, except for positive results for the use of the rubrics in one scale. Moreover, the rubric condition outperformed the script condition in performance and not significant differences were found for self-efficacy. Students preferred using rubrics and reported that they focus more on learning when using that self-assessment instrument.
In the fourth study, the psychometric quality of the Self-Regulatory Messages Questionnaire (SRM-Q) was analyzed using a sample of Secondary Education students (n = 705). The exploratory factor analysis results pointed out to a structure based on two second-order scales named Learning Self-Regulation (LSR) (α=.90) and Performance-Avoidance Self-Regulation (PASR) (α=.88). A first regression analysis using as predictors the second-order factors of the SRM-Q and measures of goal orientations and expectancies, and having as criterion a measure of classroom motivational climate (CMC) showed that both factors have significant weight as predictors. A second regression analysis using the same predictors plus the CMC-score, and as criterion a measure of perceived change in learning self-regulation showed that the CMC was the main variable predicting such change, that seem not be associated to the SRM-Q scales.
In the last chapter, the main results of this dissertation are presented and discussed. In general terms, the use of scripts and rubrics seem to enhance selfregulation and learning over control groups in interaction with other variables that are discussed. Also, the use of scripts seems to have some  advantages on the students' self-regulation over the use of rubrics. Limitations and future lines of work are also discussed.

This article presents part of an Australian study the purpose of which was to look at learning singing in a pedagogical environment designed using sociocultural theory.
The classroom environment was transformed over 5 years in consultation with other staff members and used the reflective journals that students wrote during that time, as a way of refining and changing the design. Themes emerging from the journals were analysed to inform changes to the design. One of the main themes to emerge was student reflections about the scientific concepts they were taught and the ways the concepts were introduced. These reflections became the basis for the discussion in this paper. The study demonstrated that the students’ acquisition of scientific concepts of singing affected both their singing performance and their ability to learn in a positive way. The study suggests that scientific concepts of singing could become part of the students’ toolbox that helps develop their singing by making meaning of what they are experiencing kinaesthetically and aurally while they sing.

The primary worries associated with large classes are that they make students feel isolated and do not provide the rich learning experience of a smaller class. This report describes a  study of the effects of peer-assessment on students’ perceptions of community in a 1,600-student Introductory Psychology course. Students’ perceptions of community were measured using a questionnaire that included three metrics: social presence (one’s feelings of connectedness with the class and other students within it); cognitive presence (one’s feelings of connectedness to the material presented in the class); and teaching presence (the extent to which the design, facilitation and direction of cognitive and social processes of the course make it possible for students to realize the intended learning outcomes). We ran two experiments. The first utilized a basic pre-post design to determine if engaging in a peer-assessment assignment would have an effect on students’ sense of community. One group of students completed the questionnaire prior to engaging in peer-assessment, while a different group completed it after engaging in peer-assessment. Sense of community was found to be significantly higher when measured after the peer-assessment activity was performed, suggesting a relationship between peer-assessment and enhanced sense of community. The second experiment utilized a randomized control group design. The combined effects of peer- and self-assessment on sense of community were examined while also investigating the relevance of when the self-assessment was performed. Experiment 2 revealed that (1) students’ sense of community is indeed enhanced by peer-assessment, and (2) the extent of enhancement is reduced when students self-assess before performing peer-assessment. The study suggests that the same technologies that help maintain or enhance deep learning in large class contexts (peer-assessment-based technologies) can also enhance sense of community and connectedness. This convergence of positive outcomes adds to previous findings showing the positive effects of peer-assessment on the higher education learning experience of students.

Students nowadays play major roles in the new culture of assessment where new forms of assessment have been adapted. Several labels have been used for assessment such as collaborative assessment, self- and peer-assessment. In this paper, we will present a computer-assisted peer assessment system that can be used to improve the learning process. An overall architecture for this system will be presented and an experiment has been conducted. First findings will be discussed and future work will be mentioned.

Driven by questions about whether final-year project work truly facilitates autonomous learning, the authors conducted a pilot study to examine whether collaborative learning could challenge authority-dependence in a small sample of final-year psychology students (N = 20). Student engagement was observed in six structured collaborative learning sessions and students' evaluation of them was collected with regards to how useful the sessions were to them and the extent to which they felt able to contribute. Findings indicate that students benefited from the general support afforded by the group and were willing to learn from each other, except when faced with uncertainty about reliability of peer advice or with unequal contributions from group members. Notably, students were defensive about research decisions made with their project supervisor. This study offers tentative evidence that collaborative learning can address student anxieties about independent work, but that it does not necessarily challenge authority-dependence.