So peer will in any case not be completely fair. Further, if we look at levels of knowledge, some students are bright, some are not so bright, slow learners. Slow learners will assess less well than the bright ones. So uniformity will be not there. That’s why I abstain from practicing it. (502-78)
3.3 Self-assessment Self-assessment is weakly illuminated in the investigation. Further, the data material gives the impression that teachers’ understanding of self-assessment is generally quite vague. In some cases, teachers explain the term as referring to their own self-assessment: Sometimes and in some areas I get the feeling that my students don’t really seem to be learning. Is my approach to the students, my way if teaching the right one? Maybe there is a weakness? In that way I do self-assessment. (302-71) They may also explain it as finding out whether the students have done the assigned work in accord with the instruction given: We give certain steps for answering the questions correctly, writing on the board or through hand-outs. That way they may themselves assess whether they followed the steps correctly. (106-73) As a parallel to peer assessment practices described in the earlier section, self-assessment practice was sometimes associated with students’ correcting their own test paper based on the correct answer provided by the teacher. Did you try self-assessment in your classroom? If yes, how did you try it? Teacher 1: Yes, when we do spelling tests in class, most of the time I apply self-assessment. I write all the assessment on the board and I ensure that they do their own correction.
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