Assessment cycle model: enhancing self-assessment through formative peer assessment in higher education
Document Type
Article
Source of Publication
Assessment and Evaluation in Higher Education
Publication Date
1-1-2025
Abstract
This Scholarship of Teaching and Learning (SoTL) study explores the Assessment Cycle Model, a formative peer assessment intervention, to support the development of self-assessment skills among 53 undergraduate students in a general education course. Quantitative data on assessment scores and qualitative data via a student survey were collected using a mixed-methods design across seven lesson plans in a flipped, hybrid course of one semester. Results show an 87% improvement in students’ self-assessment accuracy over time, closely aligning with instructor scores. Student feedback highlighted the value of peer assessment in fostering self-reflection and responsibility for learning. These findings support the use of formative peer assessment as a practical tool to develop self-assessment skills, offering actionable insights for higher education pedagogy.
DOI Link
ISSN
Publisher
Informa UK Limited
Disciplines
Education
Keywords
formative assessment, higher education, Peer assessment, self-assessment
Scopus ID
Recommended Citation
Gerges, Elissar and Rice, Bridget, "Assessment cycle model: enhancing self-assessment through formative peer assessment in higher education" (2025). All Works. 7418.
https://zuscholars.zu.ac.ae/works/7418
Indexed in Scopus
yes
Open Access
no