Self and peer assessment - main entry

For assistance in using the self and peer assessment activity, please contact your local eLearning support team.

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below.

Communication, interaction and collaboration tools in FLO

self & peer assessment (workshop) iconSelf and peer assessment are valuable learning experiences for students if scaffolded well. Discussion about the process (as well as rubrics or other guides) is helpful so that students are comfortable assessing their peers and supported to do so. These two types of assessment are examples of authentic learning – self-assessment helps students in their life post-study (particularly in the workplace, where reflection plays a strong role in the performance and professional development), and peer assessment helps students to critically but constructively examine the ideas and opinions of others (also workplace relevant). Peer review aligns with a critical review of academic and other educational resources.

The self and peer assessment activity in FLO enables the collection, review and peer assessment of students' work. Students can submit any digital content (files), such as documents or spreadsheets, and can also type text directly into a field using the text editor.

Submissions are assessed using a multi-criteria assessment form defined by the teacher. Students are given the opportunity to assess one or more of their peers' submissions, and can also perform self-assessment. Submissions and reviewers maybe anonymous if required.

Students obtain two grades in this activity – a grade for their submission and a grade for their assessment of their peers' submissions. Both grades are recorded in the gradebook.


How the activity works

This short (18 mins) video provides an overview – workflow, setup, tips etc (Workshop module = Self and peer assessment activity):

Timeline block:
  • The 'Submissions deadline' will show to students in the Timeline block, as 'deadline for submission'
  • The 'deadline for assessment' will show to students in the Timeline block, as 'deadline for assessment'
  • If a deadline date is not used but its corresponding opening date is used, the opening date will show instead.


Create a self and peer assessment activity

There are currently two ‘self and peer assessment’ activities available in FLO. We recommend that you use the Enhanced self and peer assessment activity as it has more features than the ‘Workshop (Self and peer assessment)’ activity. The former, developed at the University of New South Wales (UNSW), is a modified (enhanced) version of the latter.

Written documentation for the FLO Staff support is still in development. In the meantime, please refer to UNSW’s step-by-step instructions on creating a self and peer assessment activity (course home page = topic home page). The ‘Workshop (UNSW)’ activity is the Enhanced self and peer assessment activity in FLO:

Enhanced self and peer assessment

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