The the role and status of the candidate from

The benefits of the
learner and others contributing to formative assessment and therefore advising
on when summative assessment might be appropriate. The benefits of the learner
developing a sense of ownership over the learning and assessment process.

Group work can be more successful when the apprentices
are involved in developing the assessment process. This may include
establishing their own assessment criteria through consultation with teaching
staff. Alternatively you can provide apprentices with sample self and/or peer
assessment criteria.

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The main aims of self and peer assessment are

Elevate the role and status of the candidate
from passive learner to active leaner and assessor.Increase the candidates’ responsibility and
independence.Involve candidates in critical reflectionTo develop in candidates a better understanding
of their own subjectivity and judgement. Strive for a more advanced and deeper
understanding of the subject matter, skills and processes.

Peer Assessment

Apprentices individually can assess each
other’s contribution using a predetermined list of criteria. This has been used
this with apprentices during the AC drives course so the apprentices can
‘score’ each other on the task of installation, description of operation, test
and function.

Grading is based on a predetermined process,
but most commonly it is an agreed upon mark based on a group discussion.


marking criteria mean can be little confusion about assignment outcomes and

apprentices involvement and responsibility.

Encourages apprentices
to reflect on their contribution to the process of the group work.

Focuses on
the development of judgment skills.

are involved in the process and are encouraged to take part ownership of this

more relevant feedback to apprentices as their peers generate it.

It is
considered fair by some apprentices, because each apprentice is judged on their
own contribution.

operating successfully can reduce an instructors work load.

Can help
reduce the ‘free rider’ problem, as apprentices are aware that their peers will
grade their contribution.


briefing time can increase an instructor’s workload.

The process
has a degree of risk with respect to reliability of grades as peer pressure can
elevated grades or friendships may influence the assessment, though this can be
reduced if apprentices can submit their assessments independent of the group.

may be reluctant to make judgements regarding their peers.

will have a tendency to award everyone the same mark.

At the other
extreme apprentices may be discriminated against if candidates ‘gang up’
against one group member.


This is similar to peer evaluation but
apprentices assess their own contribution as well as their peers using an
established set of criteria.


Encourages the apprentice’s involvement and
responsibility.Encourages apprentice to reflect on their role
and contribution to the process of the group work.It allows apprentices to see and reflect on
their peers’ assessment of their contribution.Focuses on the development of the apprentices’
judgment skills.


Potentially increases instructors’ workload by
needing to brief apprentices on the process as well as on-going guidance on
performing self-evaluation.Self-evaluation has a risk of being perceived
as a process of presenting inflated grades and being unreliable.Apprentices feel ill equipped to undertake the