ABSTRACT
In this book, we are concerned with learning after graduation and how this might be encouraged during higher education. We know that assessment can influence learning in both beneficial and not-so-beneficial ways and that this influence can be very long lasting, as we shall see in Chapter 11. In this chapter, I argue that peer involvement in assessment during higher education has the power to aid learning both when it takes place and in the future. As work plays an important part in most of our lives, I start by examining what we know about learning in the context of apprenticeship learning and about how assessment is carried out there. I then examine some higher educational practices involving students in assessment that may be said to parallel practices found in apprenticeship learning. Next, I examine the relationship between self-and peer assessment and look at how the two can work together to support learning throughout life. Finally, I consider ways in which some forms of peer assessment may be detrimental to future learning and recommend aspects of peer assessment likely to support assessment and learning beyond higher education.
