Peer-assessment as a form of formative assessment in chemistry classroom

Abstract

Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making.