Peer-assessment

Research (for example, Butler and Winne, 1995; Black and Wiliam, 1998; Swaffield, 2011) suggests that when learners are given opportunities to be more active within the assessment process they are better able to develop, use, and apply their understanding to improve the quality of their own work with increasing autonomy. As a result, students become less dependent on their teacher and, therefore, owners of their own learning.