Formative assessment in Higher Education: supporting student learning through selfassessment and peer assessment
DOI:
https://doi.org/10.7346/sird-1S2025-p86Keywords:
Formative Assessment, Teaching in Higher Education, Self-assessment, Peer-assessmentAbstract
Assessment strategies have a pivotal role in learning experiences in a university setting. Formative assessment aims to generate feedback between professors and students regarding their ability to do a suitable job and their learning methods. In particular, selfassessment and peerassessment have the potential to develop in students’ reflective and awareness processes. During the a.y. 2024/2025 activities of selfassessment and peerassessment have been experimented in two courses of two different undergraduate degrees at the University of Genoa. The aim of the research was to understand if and in what way these practices can support selfregulated learning in students. Participants have experimented
with formative assessment activities and, at the end, they filled in a semistructured survey aiming to research if and in what way self and peerassessment contributed to the development of selfefficacy, selfreflection, their involvement and the acquisition of professional skills. The analysis of the results has detected an increased positive perception in students concerning their selfawareness, processing of information, their motivation and participation.
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Copyright (c) 2025 Elisabetta Nicchia, Davide Parmigiani, Emiliana Murgia, Myrna Pario
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