How Do You Measure Up?  Exploring students' perceptions of peer- and self- assessment

Norhafizah Abdul Halil; Maizatul Akmal Mohd Mohzan; Hanani Ahmad Zubir; Norhaslinda Hassan

doi:10.21834/e-bpj.v9iSI22.5817

Authors

Norhafizah Abdul Halil Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia
Maizatul Akmal Mohd Mohzan Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia
Hanani Ahmad Zubir Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia
Norhaslinda Hassan Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v9iSI22.5817

Keywords:

Self-assessment, Peer-assessment, ESL, Writing

Abstract

Self-and-peer assessments have been shown to be effective in improving the writing skills of ESL learners. In this study, 87 pre-diploma students at Universiti Teknologi MARA Cawangan Pulau Pinang completed a self-and peer-assessment checklist for an essay writing assignment. A survey and a focused group discussion of 5 students found that they felt the checklist helped them to be critical, independent, confident, and better organized when writing essays. Although some students found the checklist challenging and time-consuming, most of them felt that the checklist is beneficial and enjoyable to use.

References

Almahasned, A., Hamid, S. (2019). The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia. Arab World English Journal,10(1). DOI: https://dx.doi.org/10.24093/awej/vol10no1.10

Amirrudin, M., Nasution, K., & Supahar, S. (2021). Effect of variability on Cronbach alpha reliability in research practice. Jurnal Matematika, Statistika dan Komputasi, 17(2), 223-230.DOI:10.20956/jmsk.v17i2.11655

Chen, Y. M. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235-262.

Cheng, W., & Warren, M. (2000). Making a difference: Using peers to assess individual students' contributions to a group project. Teaching in higher education, 5(2), 243-255.

Grami, G. M. A. (2012). Online collaborative writing for ESL learners using blogs and feedback checklists. English Language Teaching, 5(10), 43–48. https://doi.org/10.5539/elt.v5n10p43

Hanh, L., & Tinh, B. (2022). Applying Peer-Review Checklist to Improve Vietnamese EFL University Students’ Writing Skills. International Journal of Learning, Teaching and Educational Research, 21(5), 166-181. DOI: https://doi.org/10.26803/ijlter.21.5.9

Heilenman, L. K. (1990). Self-assessment of second language ability: The role of response effects. Language Testing , 7 (2), 174-201.

Javaherbakhsh, M. R. (2010). The Impact of Self-Assessment on Iranian EFL Learners' Writing Skill. English Language Teaching, 3(2), 213-218.

Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language testing, 6(1), 1-13.

Siow, L. (2015). Students’ Perceptions on Self- and Peer-Assessment in Enhancing Learning Experience. The Malaysian Online Journal of Educational Science, 3(2), 21-35.

Sung, Y., Chang, K., Chang, T., Yu. W. (2010). How many heads are better than one? The reliability and validity of teenagers' self- and peer assessments. Journal of Adolescent, 33(1), 135-145. DOI: https://doi.org/10.1016/j.adolescence.2009.04.004

Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.

Van Zundert, M., Sluijsmans, D., & Van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and instruction, 20(4), 270-279.

Yang, Y. (2009). Students’ reflection on online self-correction and peer review to improve writing. Computers & Education, 55, 1201-1210.

Yunus, M., Chien, C. (2016). The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing. Creative Education, 7, 619-626. DOI: http://dx.doi.org/10.4236/ce.2016.74064