Students’ Involvement in Assessment and the Role and Practice of Moderation as a Quality Assurance Measure in Assessment

A Reflective Piece

Abstract

In all education systems, assessment is an integral part of quality assurance. Different approaches are used in students’ assessment, with lecturer-based assessment viewed as traditional and the most commonly used. Lately, there has been a stronger opinion on the involvement of students in their assessment. In this paper, we reflect on self-and peer assessment, including giving feedback, grading, and moderating, which influence overall student learning and contribute to improved cognitive skills. In our view, self-and peer assessment is centred around recognition theory. This theory emphasises and removes guilt and shame associated with traditional lecturer-student assessment. Our reflection argues that students are encouraged to nurture their skills and knowledge through peer assessment when applying recognition theory. This notion is supported by many authors, who state that students become more involved in their learning when they are part of the assessment process. It is, however, worth noting that any student success, whether through self or peer assessment, will only be achieved when students also participate in formulating learning outcomes and assessment criteria instruments.