1. Self and peer assessment: examples of online tools and practice Niall Barr (LTC) Craig Brown (LTC) Sarah Honeychurch (LTC) Mary McCulloch (LTC) Simon Rogers (Computing) Amanda Sykes (SLS)

2. The abilities and disposition to review ones own work, and that of others, are essential graduate attributes which HE should foster, because they underpin a learners capacity to learn autonomously (Osney Grange Group, 2009, quoted in Sambell, 2011)

3. Graduate attributes Reflective learners Academic Use feedback productively to reflect on their work, achievements and self-identity Transferable Identify and articulate their skills, knowledge and understanding confidently and in a variety of contexts Experienced collaborators Academic Engage with the scholarly community and respect others views and perspectives Transferable Conduct themselves professionally and contribute positively when working in a team

4. Hounsell (2007) suggests that offering students access to on-display work, as opposed to working in isolation on privately constructed work, can be a helpful source of feedback during the course of learning itself. For instance, hearing peers talk about the work and how they tackled it helped students develop different ideas for building and understanding subject knowledge.

5. Student views Once I had the chance to hear how other people were going about their project, and got feedback from my peers about my own project, I felt more confident and could see the sorts of things I should and shouldnt be doing having to put ideas into words for peers to understand and ask about was a great way of teaching myself about the subject (Sambell, 2011: 19)

6. Assessment policy assessment of learning is essentially summative and is evidenced in the assessment of the knowledge, skills and disposition/abilities of a learner assessment for learning relates to providing formative feedback on performance which will aid further learning assessment as learning can be defined as students engaging in self assessment with the gathering and interpretation of evidence to inform and plan future personal learning strategies, and the development of students as self-regulated learners.

7. 3.5 The transition from assessment of learning to assessment as learning reflects a commitment to placing student learning at the centre of assessment design. Students are encouraged to see their own role in assessment as one of active engagement, rather than passive response. Given the increased level of technology available to, and used by our students, the University of Glasgow believes that the use of appropriate technologies will enhance student engagement in the assessment process.

8. References Boud, D. and Falchikov, N. (2007) Rethinking assessment in Higher Education: Learning for the longer term. London: Routledge. Hounsell, D. (2007) towards more sustainable feedback to students in Boud and Falchikov (2007): 101-113 Sambell, K. (2011) Rethinking feedback in higher education: an assessment for learning perspective. HEA Subject Centre for Education: http://escalate.ac.uk/8410