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The validity of peer and self-assessment is discussed under the title consequential validity. One of the important reasons is the conception of what influence the peer and self-assessment practices in group works would have on learning and metacognitive knowledge levels of students. This study aims to identify the influence of peer and self-assessment methods used during group work studies on students' learning and metacognitive knowledge levels. For treatment-control group, pre-post test design was used in this research. The results of the study revealed that learning and metacognitive knowledge levels in the treatment group were higher than those in the control group.