Article
Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model
Assessment and Evaluation in Higher Education
(2015)
Abstract
The purpose of this paper is to provide a proof of concept of a collaborative
peer-, self- and lecturer assessment processes. The research presented here is part
of an ongoing study on self- and peer assessments in higher education. The
authentic assessment for sustainable learning (AASL) model is evaluated in
terms of the correlations between sets of marks. The article provides an explanation
of the assessment process, and analyses sets of marks as a means of justifying
the validity of the process. The results suggest that students, even those with
no prior experience in peer- or self-evaluation, in their first year of tertiary study,
under the right conditions, are able to accurately judge their own work and make
reasonably accurate judgements of the work of their peers. While previous studies
have expounded the benefits of self- and peer assessments in tertiary study,
undertaking a prescribed process, such as AASL, has a further implication in
allowing others to replicate the process with reasonable assuredness of the validity
of the process across various fields of study.
Disciplines
Publication Date
2015
DOI
10.1080/02602938.2015.1039484
Citation Information
Kearney, S., Perkins, T., and Kennedy-Clark, S. (2015). Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model. Assessment and Evaluation in Higher Education, Online first. DOI: 10.1080/02602938.2015.1039484