The use, benefits & pitfalls of self and peer assessment for formative feedback in a large generic nursing module: An example from practice Julia Petty, Senior Lecturer in Children’s Nursing  Aims The aim was to encourage students to adopt an active role in the formative assessment of their work so that they did not view the process as something that was always ‘done for them’. The two strands to this overall aim were 1- to establish the relevance of the assessment criteria to their work and 2- to use these criteria and the learning outcomes as a framework to improve reflection in relation to peer and self-assessment. Approach The approach included: A preparatory brief and exercise where students marked & graded their own 500 word essay using the HSK marking grid/criteria. Introductory lecture. Seminar session where students worked in pairs, marked each others work giving feedback to their peers . Ground rules were set (Figure 1). Feedback was both verbal and written so students had a record of this to take away. Figure 2 offers an example of a feedback summary sheet which can be used alongside the grading grid. Students compared their peers feedback and grade to their own self assessment. Finally, an ‘exemplar’ essay was given, again with which the students compared their own work. Figure 2: Peer assessment record Figure 3: SWOT analysis Introduction Self and peer assessment is an approach to giving feedback on work where students are involved in monitoring and making judgements about aspects of their own or peer’s academic performance. It involves students taking more responsibility for their own learning (RMIT, 2008) and while the benefits may not initially be obvious to students, this process offers a means of developing key capabilities such as critical reflection and giving / receiving feedback (Davies, 2006; Van den Berg, 2006). Positive outcomes have been demonstrated for peer assessment as a form of constructive feedback (Merry and Orsmond, 2004; Edwards, 2010). This example of self and peer assessment was used in the School of Health and Social Work (HSK) for a first year generic nursing module, as a strategy for giving feedback for formative academic work. Strengths Learning from, & engaging with, each other informally. Learning to be constructive and reflective. Being able to understand the marking criteria & apply it. Weaknesses Formal feedback from experienced lecturers, rather than own peers, is preferred as it is seen as a more credible way of learning about one’s own academic writing Opportunities Can apply the skills of reflection and giving / receiving constructive feedback to future work. Taking written feedback away offers a record for future use. Threats Not having feedback from lecturers means that students feel they are not being guided for their summative work. Something may be missed that could be useful [ [ [Gr [ Evaluation Mixed views emerged from student module evaluation, based on 44 individual forms. Some found the exercise to be useful and constructive in relation to their summative assignment. Others said it made them really think about the assessment criteria and how this is applied. Some students felt strongly that lecturers should comment and feedback on formative work by formal ‘marking’. However, these were proportionally smaller in number than those who found the process useful for learning. Figure 3 provides a SWOT analysis of the perceived benefits and potential pitfalls. Conclusion: Self and peer assessment can be used for students to gain formative feedback on academic work, as an alternative to formal marking feedback from lecturers. It is hoped that this process will continue to encourage students to take ownership of their progress and become more mindful of their performance. References Davies, P. (2006). Peer assessment: Judging the quality of students’ work by comments rather than marks. Innovations in Education and Teaching International, 43(1), 69-82. Edwards, E. (2010). Developing Peer and Self-reflection. Retrieved February 3rd at: https://www.heacademy.ac.uk/sites/default/files/4-4-3_Developing_peer_and_self-reflection.pdf Merry, S & Orsmond, P. (2004). The effect of marking criteria and exemplars on students' learning during peer- and self-assessment of scientific posters. Retrieved February 3rd at: https://www.heacademy.ac.uk/sites/default/files/casestudy1_Merry.pdf Royal Melbourne Institute of Technology (RMIT). (2008). Self and Peer Assessment. RMIT University: Melbourne. Van Den Berg, I. (2006). Peer assessment in University Teaching: Evaluating Seven Course Designs. Assessment and Evaluation in Higher Education, 31 (1) 19-36. Julia Petty, Department of Nursing (Children’s, Learning Disability, Mental Health) and Social Work, School of Health and Social Work. University of Hertfordshire j.petty@herts.ac.uk