Incorporating 360-Degree Assessment into Your Classroom


Extract from Issue#15 of Teaching Tuesdays@CSU

All issues of Teaching Tuesdays can be accessed through the folder at this link

By Dr Oliver Dreon


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Dr Dreon drew from the Carol Dweck’s book Mindset to switch his classes from “feedback for compliance” to “feedback for growth and development”.

QUOTE: “I think … that more so than to help support and give feedback for the student, it’s to give feedback for us as instructors, to give us some sort of idea of what we need to do differently or teach. So it’s feedback for our instruction rather than feedback for student development.”

Firstly, he compares the advantages and disadvantages of the practices of Peer Assessment vs. Self-assessment vs. Instructor Assessment, supported by references in the supplementary material.

Then, he discusses how he has drawn on an industry model of assessment to combine all three types of assessment into “360-degree assessment“. This method is intended to increase student ownership and provide more motivation for their own learning.

He provides examples of his use of this technique in an group work activity in a first-year class and in a postgraduate written assignment.

Key components include:

  • up front completion of a Growth Mindset survey (Dweck)
  • explanation of the process to students
  • well-designed rubrics provided to students (e.g. VALUE Teamwork rubric)
  • exemplars with discussion of components
  • used as formative assessment throughout the session to provide growth towards the final summative assessment

The types of assignments suggested for 360-degree assessment are problem-solving, writing assignments, group work, lab work, art assignments, all of which can receive value through formative feedback from peers, instructors and self-assessment.

A link to Dr Dreon’s blog will provide further information and resources:


Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Incorporated.