A Critical Analysis of Student’s Self-Assessment and Teacher’s Assessment


The focus of this study was to compare scores students and their peer awarded to their work in technical drawing with score awarded by the teacher. The essence is to raise the level of confidence with which students accept their teacher’s assessment of their work. Students were given a drawing exercise in technical drawing during a class session. At the end of the exercise, a model answer prepared by the teacher was presented to the. A marking guide was presented and explained to them also. Each student was asked to use the model answer and the marking guide to do a blind assessment of his/her work. A blind peer assessment of each student’s work was also done before the teacher gave his own assessment. The three sets of scores were discussed with the students before analysis and the results show that generally the teacher was more generous is the award of marks than the students and their peers and students expressed surprise at the outcome. This no doubt will cause a shift in students’ disposition to teachers’ assessment of their work. Thus a reduction in suspicion that used to attend teachers' assessment is expected.

Author Information
Nwabueze Godfrey Nneji, Federal College of Education, Nigeria

Paper Information
Conference: ECE2015
Stream: Student learning

This paper is part of the ECE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon