(2.1) Explain the importance of involving the learner and others in the assessment process?
When students are actively involved they can participate in selecting evidence (for example, samples of their work) that best demonstrate the intended learning outcomes.
The process of assessment develops students’ understanding of the desired outcomes and success criteria.
Making judgments is closely linked to developing the skills of self and peer-assessment.
This can lead to shared expectations of learning and understandings of standards between teachers and students.
Students develop greater confidence in teacher judgments.
Greater transparency of the assessment process is provided for students
Brings together collective wisdom, resulting in greater
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Greater confidence in teachers’ judgments and assurance that judgments are consistent within and across schools.
Provides useful, dependable information for target setting.
Provides information that can shape future professional development needs for teachers.
(2.2) Explain the role and use of peer–and self–assessment in the assessment process?
Peer assessment involves one student assessing the work of another. Self-assessment involves the student assessing their own work. Both methods mean that the students must take responsibility and must understand the assessment process including the criteria being assessed, being fair and objective and giving constructive feedback.
Peer assessment advantages could be staff developing better communication skills, as they become more focussed on the assessment requirements, this in turn promotes attention, interaction and involvement.
Limitations could mean additional planning needs to ensure all students are included, the assessor’s judgement may be different from the peers. Some peers might not be objective with their decisions as they are too friendly, where as others may be too anxious and lack