How do Students Perform a Peer Assessment?

Abstract

Peer assessment is an evaluation in which the students are assessing each other. However, do they understand what to assess, how to assess, and the objectivity of the assessment? This study aims to analyse students' ability to conduct peer assessments. The research applied a quantitative research design using questionnaire. The participant was a pre-service teacher who assessed their peers' teaching practices focused on basic teaching skills using questionnaire. The data of ten skills were obtained and analysed using a multi-rater Rasch model with Many-Facet Rasch Measurement. Findings revealed that students' assessment was reliable (0.99), with a high separation index (9.46). The chi-square test showed a significant difference between the levels of the assesses. The exact agreement score was 47.3%, and the expected score was 46.8%. The data showed that the assessors did the scoring independently, the distribution of respondents and items' difficulty levels with the same scales were clear. In conclusion, the results indicated that the students were able to conduct peer assessment objectively. These findings provide support for using peer assessment as an objective and an authentic assessment. For recommendation, the grading rubric should be arranged as clear as possible, conduct assessor training, and more often tests to reduce bias.

Dear Second Language Learners (L2): The Complete Guide of Primary Trait Scoring Rubric for Self and Peer Assessment (SAPA)

“…Reinholz (2016) defined PA as a set of activities in which individuals make judgments about the work of others. In the classroom, students are required to provide feedback or evaluation to their peers on a performance task based on a rubric or criteria that students have engaged with (Mumpuni et al, 2022). Here, students can practice helping each other and are not solely dependent on teachers to evaluate and make judgments about their work.…”

“…The benefits of PA are multiple: (1) learning gaps can be better understood when students help each other rather than receiving it from the teacher, as this improves students' status in learning (Mumpuni et al, 2022), (2) it promotes a better understanding of the criteria needed to achieve the performance goal, as students are exposed to different types of responses from peers (Reinholz, 2016), (3) they develop critical reflection skills based on others' responses (Wanner & Palmer, 2018). Schunn et al (2016) have identified two features that are critical for PA, namely that students must be able to provide sincere feedback and that teachers' fear of the social implications of honest peer review must be reduced.…”

Analysis of Peer and Self-Assessments Using the Many-facet Rasch Measurement Model and Student Opinions

“…As stated in the study conducted by Gu (2020), there are some problems in peer assessment, such as students' hesitation to criticize their peers and students' doubts about each other's ability to make correct decisions. In addition, there are also studies showing that students score themselves lower or higher than they should be in self-assessments (Mumpuni et al, 2022;Semerci, 2011a). Therefore, it is necessary to examine in depth whether students make objective evaluations or not.…”

“…As a result, it was exemplified that the many-facet Rasch measurement model is an alternative measurement model that can be used to determine student performance. Mumpuni et al (2022), in their study aiming to analyze how peer assessment takes place, concluded that students have the ability to make peer assessments and make their assessments objectively.…”

“…The discrimination index shows the ability of the measurement tool in Rasch analysis to distinguish participants with different ability levels (Linacre, 1994). The higher the discrimination index, the better the measurement tool is understood to be (Mumpuni et al, 2022). The strata value calculated as approximately three indicates that there are three groups of students in terms of oral presentation skills.…”