SELF-ASSESSMENT AND PEER ASSESSMENT FOR STUDENT EMPOWERMENT
Keywords:
self-assessment; peer assessment; student empowerment; formative assessment; metacognition; self-regulated learning; collaborative learning; learner autonomy; educational assessment strategies; inclusive pedagogyAbstract
Self-assessment and peer assessment have emerged as essential strategies in contemporary education, particularly for promoting student empowerment, autonomy, and active engagement. These formative assessment approaches enable learners to critically evaluate their own learning and provide constructive feedback to their peers, fostering metacognitive awareness, self-regulated learning, and collaborative skills. Empirical evidence suggests that students who consistently participate in self- and peer-assessment demonstrate enhanced academic performance, improved motivation, and strengthened problem-solving and critical thinking abilities. Moreover, these strategies contribute to the development of social competencies, accountability, and equitable classroom dynamics. This paper reviews current international and Uzbek research on self- and peer-assessment, identifies challenges in implementation such as assessment literacy and potential bias, and offers practical strategies for integrating these approaches effectively across diverse educational settings. The study highlights the pivotal role of structured rubrics, continuous formative feedback, and teacher guidance in maximizing the benefits of self- and peer-assessment for student empowerment and holistic development.
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