{"id":{"repo_id":"dcu","oai_identifier":"oai:doras.dcu.ie:16622"},"canonical_url":"https://search.dev.ndltd.org/etd/dcu/oai:doras.dcu.ie:16622","repository":{"repo_id":"dcu","name":"Dublin City University","base_url":"http://doras.dcu.ie/cgi/oai2"},"display":{"title":"Re-thinking assesment philosophy and practice peer- and self-assesment","abstract":"Many succeed academically through traditional assessment, but all students are disadvantaged by the one-size-fits-all, mechanistic approach which gives little consideration to the relational side of learning. This demands correction through a holistic philosophy of learning, where the learning environment caters for personal and social as well as academic development. More insidiously, traditional summative assessment obstructs the development of self- reliance, inculcating an over-reliance on ‘authority’ (teachers, examiners). New skillsets are needed by the 21st century, self-directed, lifelong learner. Teacher-directed assessment must defer to collaborative, interdependent, empowering, partnership based assessment, to maximise knowledge, work and life outcomes, benefiting individual and society. This study was conducted with a random selection of classes, including primary and secondary schools, early school leavers, senior learners and tertiary students. It shows that, when applied with care, peer- and self-assessment can serve as a summative and formative assessment tool, bringing additional benefits including self-reliance, critical thinking, decision-making, reasoned judgement and improved inter- and intrapersonal relationships. Identified as life-enabling competences, these are areas difficult to teach and not yet assessed, but critical to today’s society. This thesis calls for a paradigm shift in assessment thinking to bring about more innovative, holistic forms of assessment practice, which can support the learner’s sense of self and provide for sustainable lifelong learning. Peer- and self-assessment is shown to satisfy these criteria.","abstract_html":"Many succeed academically through traditional assessment, but all students are disadvantaged by the one-size-fits-all, mechanistic approach which gives little consideration to the relational side of learning. This demands correction through a holistic philosophy of learning, where the learning environment caters for personal and social as well as academic development. More insidiously, traditional summative assessment obstructs the development of self- reliance, inculcating an over-reliance on ‘authority’ (teachers, examiners). New skillsets are needed by the 21st century, self-directed, lifelong learner. Teacher-directed assessment must defer to collaborative, interdependent, empowering, partnership based assessment, to maximise knowledge, work and life outcomes, benefiting individual and society. This study was conducted with a random selection of classes, including primary and secondary schools, early school leavers, senior learners and tertiary students. It shows that, when applied with care, peer- and self-assessment can serve as a summative and formative assessment tool, bringing additional benefits including self-reliance, critical thinking, decision-making, reasoned judgement and improved inter- and intrapersonal relationships. Identified as life-enabling competences, these are areas difficult to teach and not yet assessed, but critical to today’s society. This thesis calls for a paradigm shift in assessment thinking to bring about more innovative, holistic forms of assessment practice, which can support the learner’s sense of self and provide for sustainable lifelong learning. Peer- and self-assessment is shown to satisfy these criteria.","abstract_has_math":false,"creators":["Harrison, Catherine"],"institution":"Dublin City University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-11","date_published":"2011-11","updated_at":"2026-07-24T02:00:48Z","subjects":["Education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Harrison, Catherine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-11"]},{"key":"dc:date.issued","label":"Date","values":["2011-11"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Dublin City University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://doras.dcu.ie/16622/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://doras.dcu.ie/16622/1/KHarrisonThesisVolOne.pdf","https://doras.dcu.ie/16622/2/KHarrisonThesisVolTwo.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many succeed academically through traditional assessment, but all students are disadvantaged by the one-size-fits-all, mechanistic approach which gives little consideration to the relational side of learning. This demands correction through a holistic philosophy of learning, where the learning environment caters for personal and social as well as academic development. More insidiously, traditional summative assessment obstructs the development of self- reliance, inculcating an over-reliance on ‘authority’ (teachers, examiners). New skillsets are needed by the 21st century, self-directed, lifelong learner. Teacher-directed assessment must defer to collaborative, interdependent, empowering, partnership based assessment, to maximise knowledge, work and life outcomes, benefiting individual and society. This study was conducted with a random selection of classes, including primary and secondary schools, early school leavers, senior learners and tertiary students. It shows that, when applied with care, peer- and self-assessment can serve as a summative and formative assessment tool, bringing additional benefits including self-reliance, critical thinking, decision-making, reasoned judgement and improved inter- and intrapersonal relationships. Identified as life-enabling competences, these are areas difficult to teach and not yet assessed, but critical to today’s society. This thesis calls for a paradigm shift in assessment thinking to bring about more innovative, holistic forms of assessment practice, which can support the learner’s sense of self and provide for sustainable lifelong learning. Peer- and self-assessment is shown to satisfy these criteria."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Re-thinking assesment philosophy and practice peer- and self-assesment"]}]}],"canonical_facts":{"dc:creator":["Harrison, Catherine"],"dc:date":["2011-11"],"dc:date.issued":["2011-11"],"dc:description.abstract":["Many succeed academically through traditional assessment, but all students are disadvantaged by the one-size-fits-all, mechanistic approach which gives little consideration to the relational side of learning. This demands correction through a holistic philosophy of learning, where the learning environment caters for personal and social as well as academic development. More insidiously, traditional summative assessment obstructs the development of self- reliance, inculcating an over-reliance on ‘authority’ (teachers, examiners). New skillsets are needed by the 21st century, self-directed, lifelong learner. Teacher-directed assessment must defer to collaborative, interdependent, empowering, partnership based assessment, to maximise knowledge, work and life outcomes, benefiting individual and society. This study was conducted with a random selection of classes, including primary and secondary schools, early school leavers, senior learners and tertiary students. It shows that, when applied with care, peer- and self-assessment can serve as a summative and formative assessment tool, bringing additional benefits including self-reliance, critical thinking, decision-making, reasoned judgement and improved inter- and intrapersonal relationships. Identified as life-enabling competences, these are areas difficult to teach and not yet assessed, but critical to today’s society. This thesis calls for a paradigm shift in assessment thinking to bring about more innovative, holistic forms of assessment practice, which can support the learner’s sense of self and provide for sustainable lifelong learning. Peer- and self-assessment is shown to satisfy these criteria."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://doras.dcu.ie/16622/1/KHarrisonThesisVolOne.pdf","https://doras.dcu.ie/16622/2/KHarrisonThesisVolTwo.pdf"],"dc:language":["en"],"dc:publisher.institution":["Dublin City University"],"dc:relation.isreferencedby":["https://doras.dcu.ie/16622/"],"dc:subject":["Education"],"dc:title":["Re-thinking assesment philosophy and practice peer- and self-assesment"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T02:00:48Z"}