Question

peer assessment vs self assessment
Self assessment
Self-assessment occurs when learners assess their own performance based on the criteria provided. With practice, students can learn to objectively reflect on and critically evaluate their own progress and skill development, identify gaps in their understanding and capabilities, discern how to improve their performance, learn independently and think critically. Examples may include:

Structured formative learning – Using online quizzes that give students immediate feedback on their performance.
Summative assessment – Providing a portion of the overall mark to the student grading their own performance.
Peer assessment
Peer assessment is the assessment of students' work by other students of equal status. Students often undertake peer assessment in conjunction with formal self-assessment. They reflect on their own efforts, and extend and enrich this reflection by exchanging feedback on their own and their peers' work. With practice, students can engage in the learning process and develop their capacity to reflect on and critically evaluate their own learning and skill development. Examples may include:

De-identified formative feedback – Ask students to give formative feedback on a number of other pieces of student work. The work should be de-identified so that neither the student submitting the work or the peer marking the work is identifiable.
Rate or review student presentations – Use the audience to rate and review student presentations on a topic, either in a classroom setting or a presentation delivered on-line.​

Answer 1

Answer:

their performance.

Summative assessment – Providing a portion of the overall mark to the student grading their own performance.

Peer assessment

Peer assessment is the assessment of students' work by other students of equal status. Students often undertake peer assessment in conjunction with formal self-assessment. They reflect on their own efforts, and extend and enrich this reflection by exchanging feedback on their own and their peers' work. With practice, students can engage in the learning process and develop their capacity to reflect on and critically evaluate their own learning and skill development. Examples may include:

De-identified formative feedback – Ask students to give formative feedback on a number of other pieces of student work. The work should be de-identified so that neither the student submitting the work or the peer marking the work is identifiable.

Rate or review student