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The use of self-, peer and co-assessment in higher education: A review

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The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.
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Document Type: Research Article

Affiliations: 1: University of Leuven, Belgium 2: University of Maastricht, The Netherlands 3: Open University of the Netherlands, The Netherlands

Publication date: October 1, 1999

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