شبكة المعلومات العربية التربوية

This study provides an account of the place of peer and self-assessment in higher education. It particularly focusses on introducing these assessments in three graduate courses and measures the impact on learning outcomes, and compares the results of self/peer assessments vis-à-vis those conducted by teachers. Using the action research approach, this study develops models for implementing self/peer assessments that can have direct implications for promoting self-efficacy in learners. Within the overarching framework of the Social Cognitive Theory, this paper provides pedagogical implications for curriculum development, instructional practice, and workable assessment mechanisms. (Published Abstract)