ABSTRACT
In the last chapter, we looked at two integrative reviews relating to self-assessment, carried out to provide research-based information for teachers wishing to involve their students in self-assessment about where and when the practice is likely to succeed. As is the case with self-assessment, many colleagues are similarly concerned about how student peer ratings might resemble their own. Unless teachers are reassured about reliability or validity of peer ratings, they are unlikely to allow their students to try it, thus depriving them of its many learning benefits.
