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8:5 Peer-assessment for language activities

Corresponding to many of the self-assessment forms provided are peer-assessment rubrics. Peer- assessment is used when students evaluate each other's work using pre-determined objectives and rating scales. Including peer-assessment in the portfolio process promotes cooperation, trust, and a sense of responsibility, not just to oneself but to others. Through peer-assessment, students can provide models for each other by sharing their works. They also learn how to accept and give productive criticism and praise. For the sake of reliability in the portfolio, any type of peer-assessment should include evaluations from a minimum of two student peers. Students should be trained how to conduct peer-assessment. The purpose of peer-assessment should also be discussed. For optimal effectiveness, peer-assessment needs to be regularly integrated in class activities so that students become familiar and proficient with the process.

Many of the rubrics are the same for self- and peer-assessment. This information is useful for comparison purposes. A student can compare how he views his work with how his peers evaluate his work, perhaps leading to additional insights. Occasionally, self- and peer-assessment rubrics need to be slightly different. For example, a writing rubric for oneself may include criteria for planning, brainstorming, and the revision process. These may not be measurable by a peer reviewer, so the form for the peer may not include such items. Peer-assessment can be placed in the attestation section of the portfolio along with teacher assessment rubrics. Self-assessments are artifacts.

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