Using student reflective self-assessment for awarding degree classifications

This paper presents the findings of a study of the computerized assessment of essays on a final-year module within an undergraduate programme of study. As part of their assessment process, students were required to create an essay, self-assess it, perform peer-assessment and then reflectively self-assess their work for a second time having previously received peer feedback. An analysis of the correlation of the results produced at the various stages of the assessment process is presented and a sample of student feedback is given. It is proposed that by utilizing this system of computerized multistage assessment, the tutor can assess the higher order cognitive skills of the students in providing a mark for their marking, whilst the students receive marks for the development of their essays from their peers (assessing lower order cognitive skills).