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This study provides an account of the place of peer and self-assessment in higher education. It particularly focusses on introducing these assessments in three graduate courses and measures the impact on learning outcomes, and compares the results of self/peer assessments vis-à-vis those conducted by teachers. Using the action research approach, this study develops models for implementing self/peer assessments that can have direct implications for promoting self-efficacy in learners. Within the overarching framework of the Social Cognitive Theory, this paper provides pedagogical implications for curriculum development, instructional practice, and workable assessment mechanisms.

An Action Research Approach for Using Self/Peer Assessment to Enhance Learning and Teaching Outcomes