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Active Learning in Higher Education
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Self-, peer- and teacher-assessment of student essays

Sari Lindblom-ylänne

Heikki Pihlajamäki

Toomas Kotkas

University of Helsinki, Finland

This study focuses on comparing the results of self-, peerand teacher-assessment of student essays, as well as on exploring students' experiences of the self- and peer-assessment processes. Participants were 15 law students. The scoring matrix used in the study made assessment easy, according to both teachers and students alike. Self-assessment was sometimes considered difficult, because the students felt it impossible to be objective when considering their own work. In peer-assessment, the students found it difficult to be critical when assessing the essay of a peer. The students found it easier to assess technical aspects of the essays when compared to aspects related to content.

Key Words: essays • peer-assessment • scoring matrix • self-assessment • teacher-assessment

Active Learning in Higher Education, Vol. 7, No. 1, 51-62 (2006)
DOI: 10.1177/1469787406061148
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