Abstract

This presentation documents the results of a participatory research project in BA (Hons) Education Studies. The aspiration for the new programme team, was to foster a culture of authentic collaboration between staff and students and where there was a visible positive effect upon the experiences and outcomes for students. The aim of this research project was to promote the autonomy and independence of future educators by building their confidence to self and peer assess. The model for developing self and peer assessment is drawn from Taras (2015) Integrated Student Self-Assessment (SSA) approach. SSA utilises self, peer and tutor feedback on summative pieces of work to facilitate formative assessment by students. Tutors adapted the principles and practices of SSA in relation to their modules and in co-construction with students in level 3, 4 and 5 (Reason, 1994). Students were involved with data collection and evaluation and analysis. This presentation shares the results of the interventions and aims to capture the long-silent voices of students as they engage in formative assessment practices.