Teachers’ Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills

Patteera Thienpermpool

English Language Teaching, 2021, vol. 14, issue 12, 183

Abstract: Assessment has shifted from assessment of learning to assessment for learning. Self-assessment and peer assessment therefore appear to play more important roles as they encourage students to critically reflect on their own and their peers’ learning progress and performance. Although self-assessment and peer assessment of written language performance have been widely explored, assessment of spoken language, especially in presentation skills, is under-explored. Additionally, students’ peer assessments are found to be different from teachers’ assessments (De Grez, Valcke, & Roozen, 2012), with this possibly due to the lack of training. This study aimed to investigate whether in-service teacher participants, with experience in marking students’ performance, would be able to undertake self-assessment and peer assessment effectively in comparison to the teacher’s assessment. The study also intended to explore participants’ perceptions of self-assessment and peer assessment of English presentation skills. The participants were 14 in-service teachers teaching their native language at different levels, ranging from primary to tertiary, who were also studying English as a foreign language. The research instruments were scoring rubrics and an online questionnaire. The data were analysed by Pearson’s correlation coefficients, means and standard deviations. The results revealed that in-service teachers could perform better in peer assessment. The study’s discussion provides fruitful implications for language assessment.

Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/0/0/46369/49536 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/0/46369 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:14:y:2021:i:12:p:183

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().