This study provides an account of the place of peer and self-assessment in higher education.  It particularly focusses on introducing these assessments in three graduate courses and measures the impact on learning outcomes, and compares the results of self/peer assessments vis-à-vis those conducted by teachers.  Using the action research approach, this study develops models for implementing self/peer assessments that can have direct implications for promoting self-efficacy in learners. Within the overarching framework of the Social Cognitive Theory, this paper provides pedagogical implications for curriculum development, instructional practice, and workable assessment mechanisms.

Keywords:Action research, Assessment and evaluation, Self/peer assessment, School reform

Title

Journal of Teaching and Teacher Education

Publisher

J. Tea. Tea. Edu

Publisher Country

Bahrain

Publication Type

Both (Printed and Online)

Volume

5

Year

2017

Pages

33-42