Exploring New Frontiers in Self and Peer Assessment

Abstract

Inspired by the goal to lead teacher learning and development in language and literacy in secondary humanities, educational leaders from three Alberta school jurisdictions are working together to create a network of research, improvement and innovation in writing instruction and assessment. Drawing from current leadership, literacy and instructional research, this paper presents a collaborative journey in developing innovative strategies in peer and self-assessment of writing. Clear instructional leadership goals saw the emergence of a technology application for peer and self-assessment that is developed locally in Alberta with and by teachers to meet the unique and changing needs of Alberta students.