Implementation of a formative assessment model incorporating peer and self‐assessment

Abstract

This paper reports a study designed to enhance students' ability to implement assessment marking criteria and to develop the role of dialogue in student learning. Pairs or trios of undergraduate biology students were asked to complete a poster on the theme of histology using student/tutor‐constructed marking criteria. The study showed: (1) students can effectively implement a variety of marking criteria after formative discussion with tutors and peers; (2) there is a distinction between students being able to implement marking criteria and being able to transfer that understanding of marking criteria to written comments; and (3) formative assessment models allow discussion to focus on student learning and for feedback to be given within the same or different modules or courses. The study supports previous work which showed peer and self‐assessment are extremely useful in helping students reach their learning goals.