Students developing critical evaluation skills as part of peer and self assessment

Abstract

This CELT project is part of the University’s commitment to widening participation. The project team has considered undergraduate students’ engagement with the learning and assessment processes. The study is focussed on trainee teachers and their Level 2 studies. Tutors examine the teaching/learning approaches which best promote the development of reflective practice as part of teacher training and review the theoretical basis of one specific strategy – the introduction of peer partner review.

The relevant literature centres on formative assessment in Higher Education and consideration of involving students in peer support and self-evaluation. Researchers in the field have questioned whether this involvement can enhance learning and develop better study performance.