Practices in Self- And Peer Assessment: A Case Study of First-Year English Major Students at the University of Debrecen

Abstract

This study explores the use of self- and peer assessment among first-year English major students at the University of Debrecen. Previous literature has revealed that mastering self- and peer assessment is a key factor in developing learner autonomy, which is an essential skill for addressing the evolving technological and social challenges of the 21st century. Within the Hungarian educational context, little is known about the use of these methods. The findings of the present study uncovered some potential issues regarding the use of the techniques of self- and peer assessment within the context under investigation, such as students' difficulty in accurately assessing themselves and their peers, as well as the fact that self-assessments tend to highlight weaknesses more than strengths, contrasted with peer assessments. These insights might contribute to a deeper understanding of assessment dynamics in Hungarian education and prompt further exploration across varied educational settings.