Overview of Peer Assessment
Annotatsiya
This section of the thesis provides a comprehensive overview of peer assessment as an important component of contemporary educational assessment practices. The study examines peer assessment within the broader framework of formative and summative assessment and analyses its theoretical foundations in collaborative learning, constructivist pedagogy, and self-regulated learning theory. Particular attention is given to the role of peer assessment in promoting active student participation, reflective thinking, metacognitive development, and academic collaboration.
The research highlights that peer assessment is not only an alternative method of evaluation but also a pedagogical strategy that supports deeper learning and learner autonomy. Drawing on the theories of Lev Vygotsky and subsequent educational researchers, the section explains how peer interaction and collaborative feedback contribute to the co-construction of knowledge and the development of evaluative judgement. The study also discusses the different forms of peer assessment, including peer grading, qualitative feedback, rubric-based assessment, and anonymous review systems.
Furthermore, the section analyses the main factors influencing the effectiveness of peer assessment, such as clear assessment criteria, student training, supportive classroom environments, and transparency in the assessment process. The research acknowledges challenges related to reliability, friendship bias, and students’ confidence in evaluating others’ work, while emphasising that properly designed peer assessment programmes can achieve high levels of validity and educational value.
The findings demonstrate that peer assessment contributes not only to improved academic performance but also to the development of critical thinking, communication skills, collaborative problem-solving, and professional competencies. In the context of higher education reform in Uzbekistan, peer assessment is presented as a valuable learner-centred approach capable of enhancing assessment quality and increasing student engagement in the educational process.
Key words: Peer assessment, formative assessment, summative assessment, peer feedback, peer grading, collaborative learning, self-regulated learning, metacognition, evaluative judgement, assessment for learning, rubric-based assessment, anonymous feedback, learner-centred education, critical thinking, reflective learning, higher education assessment, student engagement, competency development, educational assessment, higher education reform in Uzbekistan.
Библиографические ссылки
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