Assessments have profound impacts in various fronts on the way students learn. A central theme of self and peer assessment research is the purpose and use of this type of assessment, i.e., what does it aim to achieve. One of the purposes and uses of peer assessment is the development of generic graduate attributes. These attributes refer to the skills, knowledge and abilities of university graduates, beyond disciplinary content knowledge, which are applicable in a range of contexts and are acquired as a result of completing any undergraduate degree. All the elements of the learning/teaching nexus can contribute towards the development of graduate attributes. However, this inquiry focuses on assessment. We argue that not all types of assessment practices are equally capable of promoting the development of graduate attributes.

Based on our literature review and our experience of using self and peer assessments we have developed premises that we perceive are necessary conditions in order for peer assessment to help develop graduate attributes: (a) Self and peer assessment activities need to be constructively aligned with all the elements of learning and teaching and especially the ones that relate to graduate attribute outcomes; and, (b) self and peer assessment activities are to be implemented in ways that directly and explicitly promote the development of graduate attributes and are understood by participants within a holistic framework. This work discusses the critical issues that relate to the implementation and evaluation of self and peer assessments.