PEER, SELF AND TUTOR ASSESSMENT - RELATIVE RELIABILITIES

A collaborative peer, self and tutor assessment scheme in which the st udents themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evalute d in terms of correlations between sets of marks. The issues addressed in this report include: (1) the reliability of student-derived marks, with particular emphasis on perceived tendencies of high achieving st udents to underestimate their performance and low achieving students t o overestimate their performance; (2) the use of student-derived marks in formal grading procedures; and (3) the learning benefits which acc rue for students participating in peer and self-assessment procedures. The results of this study undertaken within the context of a clearly defined, carefully monitored assignment indicate that students have a realistic perception of their own abilities and can make rational judg ements on the achievements of their peers. The positive implications o f introducing peer and self-assessment schemes into undergraduate cour ses are discussed.