DIALOGIC PEER AND SELF-ASSESSMENT FOR FEEDBACK LITERACY IN S2 PAI UNZAH

Abstract

This study analyzes dialogic peer and self-assessment as a strategy for developing feedback literacy in the S2 PAI Program at Universitas Islam Zainul Hasan Genggong. Graduate students are expected to judge the quality of scholarly arguments, pedagogical designs, and research products, yet assessment often positions them only as recipients of lecturer comments. A qualitative descriptive library-research approach was used to synthesize literature on peer assessment, self-assessment, formative feedback, evaluative judgment, and Islamic educational ethics. The findings show that peer and self-assessment can strengthen criteria understanding, critical reading, reflective revision, and responsibility for learning when implemented as a structured dialogue. Effective design includes rubric orientation, analysis of exemplars, anonymous or accountable review according to task sensitivity, feedback-response plans, and lecturer moderation. Ethical principles of honesty, respect, confidentiality, and constructive advice are required to prevent personal judgment, bias, and unproductive praise. The study concludes that peer and self-assessment should not merely redistribute marking work; they should train students to recognize quality, justify judgments, receive criticism, and improve subsequent performance.