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STUDY GUIDE FOR MODULE NO. 5

Feedbacking and Communicating Assessment Results

MODULE OVERVIEW

Feedbacking and Communicating Assessment Results

Feedback is a key element of the incremental process of ongoing learning and assessment. Providing
frequent and ongoing feedback is a significant means of improving achievement in learning. It involves the
provision of information about aspects of understanding and performance and can be given by practitioners,
peers, oneself and from learners to practitioners. Effective feedback assists the learner to reflect on their
learning and their learning strategies so they can make adjustments to make better progress in their learning.
Reporting to parents and families commonly occurs at least twice per year in a formal written statement
from the school. Involving parents and families in the learning process by providing them with more frequent
feedback about their child's learning progress and strategies they may use to assist their child improve has
been shown to be effective in improving student achievement.
This study guide will help re-service teachers to conduct value judgements on assessment results
based on observed behaviors and attitudes of learner, lessons from this study guide will also equip teacher
education students to manifest feedbacking strategies to address nature and needs of learners.

MODULE LEARNING OBJECTIVE

At the end of this Module, you should be able to

1. Make value judgements on assessment results based on empirical evidence; and
2. Demonstrate strategies to communicate learner needs, progress and achievement to intended
stakeholders.

Qualitative Evaluation

A. QUALITATIVE EVALUATION

Qualitative evaluation provides you with the ability to gain an in-depth understanding of a program or
process. It involves the “why” and the “how” and allows a deeper look at issues of interest and to explore
nuances. Collecting qualitative evaluation data requires the use of different tools than if you were focused only
on gathering quantitative data. Some commonly used data collection methods for qualitative data include
interviews, focus groups, document/material review, and ethnographic participation/observation. Qualitative
evaluation also provides a holistic overview of a student’s learning and thinking, not just like quantitative which
only focuses on knowledge, while qualitative includes the application and usage of their knowledge which leads
to deepen their understanding and to develop their thinking skills.

SIGNIFICANCE OF QUALITATIVE EVALUATION

1. Qualitative data obtained from these methods can provide contextual data to explain complex
situation. This will allow the teachers to see if the student really understood the topic. By asking the
students to give their own explanation about something you will be able to observe if they get the
ideas of your lessons correctly.
2. It also complements quantitative data by explaining “why” and “how” to “get at the story” behind
quantitative findings. The combination of qualitative and quantitative data can improve the

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evaluation by ensuring that the limitations of the one type of data can be balanced by the strength
of the other. Some of the limitations of qualitative data are limited generalizability, time consuming,
rigorous to do, and can be challenging to analyze and interpret. Thus, by balancing each other’s
limitations we could ensure that understanding is improved because different ways of knowing has
been integrated.
3. May be the most appropriate approach with small samples, early formative evaluation and pilot
testing– times when a quantitative evaluation question is premature. Although qualitative methods
may be used in both formative and summative evaluations, they tend to be more heavily relied
upon in formative evaluation. By using a qualitative approach in formative evaluations, we can
gather a more detailed data that can help us in determining which parts still needs improvement
and which parts still needs enrichments. In that way, we can bridge the gap between what the
students know and has to know before completely moving on to the next lesson.
4. Allows for discovery of unintended consequences. We are being able to know about the
unanticipated events we may stumble upon as we proceed with the lesson. So, by allowing us to
discover these events we can do something in order to put remediation or alternative ways to fix
whatever these consequences can possibly be.
5. Provides an “insider” perspective. Aside from assessing and evaluating what the students have
learned, we can also have the chance to know about their perspective regarding the topic or the
whole discussion itself. These can serve as a way in order to know what areas to improve and the
possible strategies we can use in order to achieve the improvement we are aiming.

EXAMPLES OF QUALITATIVE ASSESSMENT TOOLS:

1. Observations: This may help explain behaviors as well as social context and meanings because the
evaluator sees what is actually happening. Observations can include watching a participant or program,
videotaping an intervention, or even recording people who have been asked to “think aloud” while they
work (Ericsson et al., 1993).
2. Questionnaire: A questionnaire is a research instrument that consists of a set of questions or other
types of prompts that aims to collect information from a respondent. A research questionnaire is
typically a mix of close-ended questions and open-ended questions.
3. Interviews: A conversation where one person asks another questions to learn more about the topic.
Interviews can be formal, with a standard set of questions that each person is asked in the same order;
or more informal, with the interviewer choosing from among a set of questions.
4. Case Study: The collection and presentation of detailed information about a particular participant or
small group, frequently including data derived from the participants themselves.
5. Document Review: Analysis of documents using a rubric and/or a coding framework to identify themes.
6. Focus Groups: Group discussions that are intentionally designed to gain in-depth discussion around a
specific topic. These groups are typically led by trained moderators with questions that have been
developed prior to the session. The intent of focus groups is to examine feelings, perceptions, attitudes,
and ideas.
7. Mixed-Methods: A research approach that uses two or more methods, with at least one being
quantitative and one being qualitative in nature.
8. Rubric: Scoring guide for evaluating performance, ability, or effectiveness, for a specific domain made
up of definitions of quality work, well-defined criteria for measuring quality work, and scoring method
(using descriptive language such as beginner, intermediate, advanced, etc.) to indicate level of
performance.

WHY USE QUALITATIVE METHODS OF ASSESSMENT?

The basic reason to use qualitative methods is that there are some kinds of questions and some
dimensions of assessment that can be better addressed by them than by quantitative methods. The methods

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you use should be determined by the questions you’re asking or concerned with the children. The qualitative
methods are useful and here are some of the major reason why it is useful:

 They answer some questions that quantitative measures can’t. Quantitative methods may tell you how
many people do a certain thing, but they’re unlikely to tell you how or why they do it. Qualitative methods
can better answer the how and why questions, and also provide other information in the process.
 They connect directly with the development of the children with which you’re concerned. In assessment, the
best sources of information are those closest to what’s being assessed: they experience it more than
anyone else. Qualitative methods generally go directly to those sources with more complex questions than
quantitative methods.
 They can get at certain underlying realities of the situation. Once again, quantitative methods often don’t
answer “why?” questions, while qualitative methods can tell you about the history of the community or
issue, who the significant supporters and opponents of various ideas are, whom people in the community
listen to, etc. In an assessment situation, these can be crucial pieces of information.
 They often allow for a deeper examination of the issues or the development of the children than quantitative
methods do. Quantitative methods, although helpful, can tend to put people or events in specific categories,
ask for yes-no or multiple-choice answers, often eliminating complexity. Qualitative methods allow for
following promising directions (“Why do you say that?”), and can lead to the discovery of important
information that quantitative results wouldn’t have touched on.
 They allow for the human factor. While the information obtained through qualitative methods is often
subjective, it is also often identified as such, and can be analyzed accordingly.

Constructive Feedbacking

B. CONSTRUCTIVE FEEDBACKING

Feedback is any response regarding a student’s performance or behavior. It can be verbal, written or
gestural. The purpose of feedback in the assessment and learning process is to improve a student’s
performance - not put a damper on it. It is essential that the process of providing feedback is a positive, or at
least a neutral, learning experience for the student. Negative feedback can discourage student effort and
achievement. Instructors have the distinct responsibility to nurture a student’s learning and to provide feedback
in such a manner that the student does not leave the classroom feeling defeated.

Constructive feedback refers to building up matter rather than breaking it down. This type of criticism makes
the other person feel that you really want them to improve. For instance, teachers mostly give feedback to
students so that they put in extra effort in order to improve their presentation skills or assignments. Also,
constructive feedback is not always positive rather it can be focused on the areas where improvement is
required.

FACTORS OF CONSTRUCTIVE FEEDBACK

Developmental
Developmental feedback includes comments by teachers that can help the student learn more than what is
taught in the regular classes. For instance, after checking assignments, the teacher can ask the student to
further study a certain theory or practice a certain skill.

Relevant
Feedback, in general, should always be relevant. It should ideally be customized for every single
learner who is completing an activity even if it is in a group. When students are presenting in a group, first the
group should be judged over the areas for general improvement then individually each member should be given
feedback on their own performance.

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Immediate
Moreover, constructive feedback ought to be immediate and spontaneous. An immediate response is much
more effective than one given later. This may be because the student will remember the reaction of the teacher
where they positively or negatively comment over their work. If the feedback is late, the students might not be
able to relate it directly with the action.

Factual
Feedback under any circumstances should not be biased. Negativity, anger or disappointment can be
portrayed by the tone of voice, body language and facial expressions. This can be very demotivating for
students of any subject, age or learner type. The comments made by the teacher should never personally
attack the student. It should rather be related to the learning outcomes and assessment criteria directly. All
aspects of giving feedback should be professional and within legal guidelines. If two different teachers are
teaching two groups of students, they’ll have to follow the same curriculum for marking them. This is also known
as standardization.

Helpful
Constructive feedback should help the student in improving the quality of work rather than being
demotivated. The words used by the teacher should be supportive in order to make the student feel valued. For
instance, the teacher can give feedback regarding a presentation that was presented by foreign students who
are not familiar with the language of the country. The teacher should not use sentences such as ‘you need to
correct your grammar’ rather the teacher should first appreciate the efforts of the students and then mention the
language usage and for further assistance, the teacher can also offer the students with extra help if needed.

Confidential
Sometimes, the teacher may point out mistakes in a group or in class which can make a student feel
disrespected or ashamed. Thus, the teacher should make sure that he/she calls that particular student/group
separately and talks to them about the problem noted during the assessment or activity. Moreover, it’s the
teacher’s duty to make sure that whatever words are used during the feedback are respectful. Especially where
you have to point out mistakes that are made repeatedly. This is where you must have patience in letting the
students know about the mistake and the way it has to be corrected. It might be worth considering a different
technique or activity or rephrasing the feedback if the error is being repeated. This would be a sign that the
feedback is not being received/understood.

CRIMSON ROSE
Apart from the factors mentioned above, you can remind yourself to give feedback linked to ‘ CRIMSON
ROSE’. Each letter has a meaning attached to it which is as follows:
C - Constructive - It must be positive and allow for the development
R - Relevant - It must relate to the behaviour/outcome/result under review
I - Informative - Useful for future reference and giving an insight into the performance
M - Manageable - Something the learner can control themselves
S - Specific - Give reasons for the grade/mark/criticism etc
O - Open - Always be honest - don't avoid difficult conversations
N - Non-Judgmental - Be aware of unconscious Bias
R - Recall - Learner and assessor must be able to link the feedback to performance/answer
O - Observe - Observations should be recorded to assist recall
S - Substantiate - There must be a reason for the assessment/score/mark given
E - Explain - Let students know what would have improved their submission even if it was good - how
can they be better.

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Positive Constructive Feedback Negative Constructive Feedback

The practical work tied in really well with lecture I would like some more explanation of what is required
content. in assignments.

The lecturer taught this unit in a way that made it Consider revising the textbook as I found it too basic
easier for me to understand. I particularly liked the for the content being covered.
way that they made clear links between the theory
and application in the workplace.

I like the use of illustrations/diagrams in lectures I felt that the lecture slides were disorganized and
didn't explain the content very thoroughly. Would be
good if the lectures could be recorded.

The unit was well organized and structured. I felt that [name] could have engaged the students'
more by interacting with us rather than just reading off
the lecture slide.

PRINCIPLES OF CONSTRUCTIVE FEEDBACK

1. Start with the positive

 Most people need encouragement, to be told when they are doing something well. When offering
feedback it can really help the receiver to hear first what you like about them or what they have done
well e.g. “I really liked the way you responded to Alison, however, on this occasion I did feel that you
made an assumption about her without checking it out.”. Our culture tends to emphasize the negative
therefore the focus is likely to be on mistakes more often than strengths. In a rush to criticize we may
overlook the things we liked. If the positive is registered first, any negative is more likely to be listened
to and acted upon.

2. Be specific
 Try to avoid general comments which are not useful when it comes to developing skills. Statements
such as “You were brilliant!” or “It was awful” may be pleasant or dreadful to hear but they do not give
enough detail to be a useful source of learning. Try to pin-point what the person did which lead you to
use the label “brilliant” or “awful” e.g. “The way you asked that question just at that moment was really
helpful” or “By responding that way you seemed to be imposing your views on the student”. Specific
feedback gives more opportunity for learning.

3. Refer to behavior that can be changed

 It is not likely to be helpful to give a person feedback about something over which they have no choice
or control e.g. “the size of the student group is too big”, is not offering information about which the
person can do very much. On the other hand, to be told that “It may help to think of ways of breaking
the size of the group down” you can give a person something on which to work.

4. Offer alternatives
 If you do offer negative feedback then do not simply criticize but suggest what the person could have
done differently. Turn negative feedback into a positive suggestion e.g. “You could try breaking the
large group down into smaller groups and use activities such as small scale research projects and
seminar presentations”.

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5. Be descriptive rather than evaluative

 Tell the person what you saw or heard and the effect it had on you, rather than merely something was
“good”, “bad” etc. e.g. “Your tone of voice a you said that made me feel that you were concerned” is
more likely to be useful than “That was good”.

6. Own the feedback

 It can be easy to say to the other person “You are…”, suggesting that you are offering a universally
agreed opinion about the person. In fact all we are entitled to give is our own experience of that
person at a particular time. It is also important that we take responsibility for the feedback we offer.
Beginning with “I”, for example, “I thought that…” or using “In my opinion…”, is a way of avoiding the
impression of being the giver of “cosmic judgements” about the other person.

7. Leaving the recipient with a choice

 Feedback which demands change or is imposed heavily on the other person may invite resistance,
and is not consistent with a belief in each of us being personally autonomous. It does not involve
telling someone how they must be to suit us. Skilled feedback offers people information about
themselves which leaves them with a choice about whether to act or how to act. It can help to
examine the consequences of any decision to change or not to change, but does not involve
prescribing change.

Characteristics of Constructive Feedback

 COLLABORATIVE Inviting student involvement and agreement in identifying Strengths and weaknesses,
in seeking solutions, reaching conclusions, and formulating plans for future action; facilitating self-
evaluation.
 CHANGE FOCUSED (non-evaluative) Exploring specific strategies to maintain strengths and improve
weaknesses and facilitating a problem-solving approach that highlights the consequences both positive
and negative of particular behaviors or actions.
 FACTUAL (not generalized) Providing evidence-based examples based on observed performance that
highlight actual strengths and weaknesses of modifiable behaviors you have observed; providing specific
suggestions of improvements to what they are doing, or occasions where positive behavior was
demonstrated, and discussing outcomes of each behavior.
 DIGESTIBLE, Focusing on one selected area at a time or providing the student with choice about the focus
of feedback first. Overloading a person with too much feedback all at once reduces the possibility that the
feedback will be accommodated and used.
 RECIPROCAL, inviting feedback from the student about aids and barriers to learning as experience on
placement and about your feedback and teaching methods.
 RESPECTFUL, Demonstrating mindfulness of acceptable boundaries, respecting confidentiality, and using
language that is non-judgmental, and provided in a relaxed mutually agreed upon setting.
 INDIVIDUALIZED AND RELEVANT, demonstrating empathy and attention to the particular learning style
and needs of the student, rather than comparing or generalizing to other students.
 GOAL-DIRECTED, providing assistance and increased understanding of what is expected or required, with
a focus on the needs of the clients and relationship to the learning goals of the student.
 WELL-TIMED AND EXPECTED, given as soon as is appropriate during or after the action/behavior (with
consideration to client safety, privacy, time available for discussion and the student’s readiness to hear it)
to prevent further problems or embarrassment arising.
 BEHAVIOR- FOCUSED, rather than personality focused. Feedback that refers to what the student does,
allows scope for change. We might comment “you appeared to lose focus and direction when interviewing
Mr. J”, rather than commenting “you are too vague during client interviews”.

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 POSITIVE AND ENCOURAGING, balancing comment on strengths you have observed and what the
student did well with areas of weakness or that require further growth, encouraging improvement with
practical and specific suggestions.
 VERIFIES PERCEPTIONS, checking that the student has understood the intention and meaning of the
feedback. Ask the student to re-phrase the feedback received and what they found most useful. Ask if they
have any concerns about the feedback.
 DOCUMENTED, noting ongoing and specific observations and key suggestions for improvement.
 FOLLOWED UP ON AT A LATER DATE, reflecting on changes and developments that you/the student
have noticed as a result of the feedback; monitoring what the student actually does with the feedback you
provide. You may like to set a date to review a particular aspect of performance relating to feedback given.

STRATEGIES OF FEEDBACKING

1. ORAL FEEDBACK
a) It is given during a lesson, it is less formal, but it can be a very powerful and effective tool because it
can be provided easily in a timely manner during teaching and learning.
2. WRITTEN FEEDBACK
a) It is given after the completion of a task. Effective written feedback provides students with a record of
what they are doing well, what needs improvement and suggested next steps. Effective written
feedback must also be timely, written in a way that the student understands, and actionable so that
the student can make revisions. Written feedback should include information about where the student
has met the learning intentions and/or success criteria and where improvement is still needed.
3. FORMAL FEEDBACK
a) It is planned and incorporated in the process in a systematic manner. It is typically associated with
assessment tasks, which includes marking criteria, competencies, or standard achievement, and is
documented for both the student and the organization as evidence.
4. INFORMAL FEEDBACK
a) Occur at any time, it is spontaneously in the moment or during the action. As a result, informal
feedback requires the development of rapport with students in order to effectively encourage, coach or
guide them in their daily management and decision-making for learning. This could happen in the
classroom, on the phone, in an online forum, or in a virtual classroom.
5. EVALUATIVE FEEDBACK
a) It is giving a value of judgment in the form of grades or brief general comments, such as “well done”,
provides some information about learning but does not provide students with the information and
guidance they need to improve. It does not give students information about the specific elements
(knowledge, skills) on which they excel. In a nutshell, this type of feedback summarizes achievement
and assigns a label.
6. DESCRIPTIVE FEEDBACK
a) This provides direction for improvement. Descriptive feedback provides students with specific, detailed
information about how to improve their learning. As a result, descriptive feedback is linked to the
expected learning, addresses faulty interpretations and lack of understanding, and provides students
with visible and manageable “next steps”. These “next steps” are based on an assessment of the work
at hand as well as an image of what “good work looks like” so that they can begin to take on the
responsibility of self-assessing and self-correcting. It emphasizes what has been done well and
encourages further thought.
7. SELF-FEEDBACK

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a) This must be explicitly taught to students in order for them to be able to apply it to their own work. It is
the ultimate goal of feedback for learning. Teachers can help students to become more self-sufficient
by explicitly modeling and instructing them, as well as teaching self-assessment and goal-setting
skills.

8. PEER FEEDBACK
a) This occurs when students offer advice and suggestions about each other’s work. This allows
students to give and receive feedback on ongoing work, and it allows them to see the work of other
students, which can help them understand the learning objectives better.

Self-assessment

Self-assessment
 the involvement of learners in making judgments about their achievements and the outcomes of
their learning' and is a valuable approach to supporting student learning, particularly when used formatively.
Involves students applying success criteria related to a learning goal, reflecting on their efforts,
identifying improvements and adjusting the ‘quality’ of their work.
It also involves students describing and evaluating the processes and products of their learning.

Students evaluate the work they have produced and reflect on processes, actions and activities that
contributed to the production of the work. Student self-assessment can support students to regulate their own
learning by requiring them to monitor how they are working, and encouraging them to modify their approach if
something is not working as well as it could.
Self-assessment can also enhance students’ self-efficacy (a student’s belief that they are able to
succeed at a given task) and support ownership of learning. The capacity for self-regulation is linked to higher
achievement as well as improved motivation and engagement. Effective learners tend to self-assess the quality
of their work more regularly than less effective learners and are also better able to incorporate evidence from
other sources to make judgments on their learning. Self-assessment is a key part of Assessment for Learning
where reflection during the flow of learning is used to improve learning and teaching.

There are three major formats of self-assessment, mainly differing in whether agreed upon judgments
are made on the level of performance or whether monitoring progress in work is involved, thus varying in the
level of control by the learner:

 Self-evaluation is a process of critical evaluation of one's performance, in which explicit criteria

are being used to scrutinize and appraise work against a set of agreed upon standards. Self-
collected performance results are offered for deliberate evaluation in conferencing or
supervision meeting with an assessor. This appraisal builds on the application of explicit criteria
to the improvement of performance.

 Self-monitoring is a way of continuously looking at practice and meant to scaffold a better

understanding of one's task performance to gain insight in its strength and weaknesses. This is
often considered a more informal self-evaluation due to its openness and fluidity of goals and
criteria. It merges often with activity scheduled within a formal course or curriculum.

 Self-reflection exceeds almost its assessment function as a generic vehicle to scrutinize one's
accomplishments. As reflection on action it has found a strong foundation in teacher education
and, scaffold by self-regulation, is meant to direct action and clarify performance.

How to Improve Self-Assessment Skills:

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 Ask question. An important aspect of self-assessment is the ability to ask question. Develop
the ability to ask specific and relevant questions. You cannot ask and answer every question in
the world and not every question is relevant.
 Script down clear-cut objectives. Being able to give an honest and objective assessment of
yourself is the toughest aspect of the entire process. Write down the targets for the most
important aspects or goals of your work and assess your performance in comparison to each of
them. Compare the actual performance or results to the target you set in the beginning of the
year.
 Develop a personal grading system. Create a grading system for yourself –formal assessments
use grading systems for evaluations. For instance; if you are a sales person, the most
important skill required is communication and the most important task is to generate sales. You
may have an evaluation sheet for skills alone that shows something like this: communication
30%, self-confidence 40%, friendliness 20%, and enthusiasm 10%. In the end, use an objective
means to determine your achievement.

Advantages of Self – Assessment

 Personal growth: It is a result of the activities and areas of your life, whether personal relationships or
communication skills. It arises from the need to evaluate yourself and identify your positive and negative
areas.
 Exposure: Self-assessment helps students to identify their areas of self-improvement. This process of
exposing your strengths and weaknesses is not easy, it moves you towards self-development.
 Self-awareness: You take more active portion in shaping your personality, objective look towards how you
behave and react at situations.

Disadvantages of Self – Assessment

 Subjectivity: It takes a very subjective look at your personality, they things you do, life experiences, etc. a
subjective rating is not enough to assess someone or a personality type.
 No accountability: The assessment begins with you and ends at your evaluation. It does not shape a path
to change oneself, but in a few cases, externalities might influence you to stay determined towards the
change.
 Time Consuming: Assessment can be very time consuming because teachers have to plan it beforehand
and write an adequate format.

Peer Assessment

Peer assessment is a process by which learners rate their peers, and is, as such, of great relevance
to teacher development. It signifies the joint collaboration by those involved in the learning process in the
appraisal of their own learning. In a peer-assessment arrangement, the learners consider “the amount, level,
value, worth, quality or success of learning of peers of similar status” (Topping, 1998). Peer assessment is not
only a direct appraisal of what has been learned (outcomes) but also of the how of learning (process).

Peer Assessment is an assessment which allows students to assess each other’s performance. It can
be extremely valuable in helping students to learn from each other by listening, analyzing and problem solving.
It also provide a structured learning process for students to critique and provide feedback to each other on their
work. Its gives students the opportunity to encounter diversity in different ways, critique and judge and ultimately
students learn how to be responsible for their own learning.

Peer Assessment involves taking responsibility for assessing that work of their peers against set
assessment criteria. They can therefore be engaged in providing feedback to their peers (sometimes referred to
as peer review), summative grades (moderated by you or your colleagues), or a combination of two.

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Peer Assessment Can:

 Empower students to take responsibility for and manage their own learning.
 Enable students to learn to assess and give others constructive feedback to develop lifelong
assessment skills.
 Enhance students learning through knowledge diffusion and exchange of ideas.
 Motivate students to engage with course material more deeply.

Advantages of Peer Assessment

 Encourages students to critically reflect each other’s work.

 Encourages students to be involved in the assessment process.
 Helps students develop their judgmental skills when they asses the work of other group members.
 More feedback can be generated by students compared to one or to teachers.
 Reduces the time and workload of marking for teachers.
 Maintain the fairness of assessment because everyone has the chance to assess each other.
 Students learn how to play the size, evaluate and apply other generic skills during the process.
 Students learn more from each other’s work.

Disadvantages of Peer Assessment

 Peer pressure and friendship can influence the reliability of grades given by students.
 Students may have a tendency to give everyone the same mark.
 Students are not experienced in assessing each other.
 Students may cheat in collaboration for group assignments.
 Fairness may not be maintained because extroverted students can be usually be marked higher and
quieter students got mark down.

STRATEGIES
Here are some strategies for peer assessment in the overall assessment design:
 Make it very clear to students why you are involving them in peer assessment, and how it will benefit
their learning. Clarify this in terms of the intended learning outcomes and graduate attributes.
 Ensure that peer assessment activities are supported by detailed and explicit criteria and standards in
the form of a rubric. If you engage students in the process of developing the criteria, they will gain a
much clearer understanding of how assessment is carried out, and an increased sense of ownership.
 Before you employ peer assessment in high-stakes formal assessment for grades, develop students’
peer assessing skills using structured formative learning activities. This will accustom students to
exposing their work to more public scrutiny, giving them safe opportunities to improve their performance
using informal feedback, while developing their competence as assessors.
 Make the peer assessment process anonymous, especially if students are still new at it. Students like
anonymity; it means that they need not be aware that they are marking the work of friends.
 Only use peer assessment to contribute to grading where students are sufficiently knowledgeable and
well prepared to make informed judgments about the work of their peers.

REFERENCES

PANGASINAN STATE UNIVERSITY 10

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 106: ASSESSMENT IN LEARNING 1 Module No. 5

 Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning Outcomes
(Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.
 https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-
feedback.aspx
 https://scl.cornell.edu/staff/assessment-and-planning/methodology-tools/qualitative-assessment-tools
 https://www.questionpro.com/blog/what-is-a-questionnaire/
 https://sc.edu/about/offices_and_divisions/cte/teaching_resources/grading_assessment_toolbox/
providing_meaningful_student_feedback/index.php
 https://www.eln.co.uk/blog/giving-constructive-feedback
 https://static1.squarespace.com/static/52f08547e4b09aa670948cf8/t/53210bfae4b0740a4186658c/
1394674682744/Principles+for+Constructive+Feedback.pdf
 https://otpecq.group.uq.edu.au/files/1225/Fact%20Sheet%204_1%20Characteristics%20of
%20Constructive%20Feedback.pdf
 https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-
accreditation/strong-start-great-teachers/refining-practice/feedback-to-students/types-of-feedback
 https://www.theeducationhub.org.nz/wp-content/uploads/2018/03/How-to-successfully-introduce-self-
assessment-in-your-classroom.pdf
 https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-
accreditation/strong-start-great-teachers/refining-practice/peer-and-self-assessment-for-students
 https://www.sciencedirect.com/topics/social-sciences/peer-assessment

PANGASINAN STATE UNIVERSITY 11