The Effect of Peer Assessment on the Evaluation Process of Students

Alzaid, Jawaher Mohammed

doi:10.5539/ies.v10n6p159

Cited by 33 publications

(29 citation statements)

References 18 publications

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“…According to this, the scores given by the peers conform with those scores given by the instructor regarding both methods. This result parallels the research findings of other studies in the literature (Alzaid, 2017;Napoles, 2008;Şahin, 2008). Falchikov and Goldfinch (2000) carried out a meta-analysis using 48 quantitative peer assessment studies comparing peer and teacher marks; they found that the mean correlation between the marks given by peers and the instructor was .69 across all the studies within the meta-analysis.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 91%

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Öztürk¹,

Şahin

İlhan

2019

Turkish Journal of Education

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The aim of this research was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students' ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters' analytic rubric and general impression scoring, held a positive and highly strong relation.

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Section: Discussion Conclusion and Suggestionssupporting

confidence: 91%

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Öztürk¹,

Şahin

İlhan

2019

Turkish Journal of Education

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“…More importantly, PA is seen by many researchers as a way of giving more control and autonomy to students. It involves them actively in the feedback process as opposed to a passive reliance on teacher's feedback to 'fix' up their writing (Alzaid, 2017). The findings of this study confirmed that PA can improve EFL learners' writing skills by allowing them to assume responsibility for other students' and their own learning which is in line with previous research (Topping, 2017).…”

Section: Conclusion and Recommendationssupporting

confidence: 89%

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2021

ije

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much has changed for most of the world. With the advent of the COVID-19 worldwide pandemic, citizens of every country on earth have become witness to and victim of the same worldwide crisis. A complete transformation of what had been considered normal living has ensued. Jobs have changed, ways of communicating have been modified, lives have been altered, and countless prospects are adjusted to reflect an unsettling version of the "new normal." Numerous people who previously coped well, have become less capable of managing because of the manifold stressors generated by the pandemic. One matter that the pandemic has been unsuccessful in accomplishing is stifling the ongoing urgency for the language learning journey that exists globally. Multilingualism, second language acquisition, and second language learning continue to take place in every nation. Even with temporary pandemic-related travel bans, the movement of peoples from country to country has slowed very little. The number of second language learners throughout the world increases constantly, reminding educators, scholars, and researchers that investigating the complex processes of second language acquisition and language learning in addition to researching promising new methods, materials and trends is imperative to the improvement of second language teaching and learning. Motivations for learning another language notwithstanding, the persistent question concerns how to improve second language instruction in order to enhance and appropriately facilitate second language acquisition. Furthermore, discovering what signifies efficacious practice among those who teach child and adult language learners requires educators to look ahead for novel initiatives while simultaneously continuing to use strategies and methods that are research proven. Finally, it is important to explore the teacher behaviors that will enhance rather than inhibit language development. These precise topics are addressed in the variety of articles provided by the diverse group of authors who contribute their research and scholarship to this issue of the IAFOR Journal of Education: Language Learning in Education. The reader will gain knowledge of several issues affecting language learning in a wide assortment of nations and will find that similar discussions emerge in schools and EFL classrooms transnationally. Article 1In the first article, Thi Hoai Thu Tran, Rachel Burke, and John Mitchell O'Toole, authors of "Perceived Impact of EMI on Students' Language Proficiency in Vietnamese Tertiary EFL Contexts", look at how English as a medium of instruction (EMI), an increasingly popular educational model in non-English-speaking countries, has been implemented not only in English as a Foreign language (EFL) courses, but also in communication, business, and other content area courses to build English language proficiency at an international level. Through the research that is revealed, the authors delve into how lecturers and students perceive the effectiveness of such a model in accomplishing its ...

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“…Hal tersebut dapat meningkatkan konsep pembelajaran antar mahasiswa, pembelajaran kolaboratif, dan pembelajaran pemecahan masalah. Alzaid (2017) menambahkan dalam penelitiannya dengan memberikan rekomendasi untuk perkembangan pendidikan yang modern, dosen didorong untuk memulai menilai mahasiswa dengan pembelajaran partisipatif yaitu dengan peer assessment atau peer review. Penelitian ini bertujuan untuk menguji apakah student peer-review assessment dapat berjalan efektif khususnya dilakukan di mata kuliah praktikum.…”

Section: Pendahuluanunclassified

Peer-Review Assessment Dan Luaran Pembelajaran Mahasiswa Pada Mata Kuliah Praktikum Perpajakan

Rumiyati

2020

JPAI

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Penelitian ini bertujuan untuk mengetahui: 1) apakah ada hubungan antara metode penilaian dengan luaran pembelajaran mahasiswa yang ditunjukkan dengan nilai ujian akhir mata kuliah praktikum perpajakan 2) apakah self-esteemdapat memoderasi hubungan antara metode penilaian peer-reviewdengan luaran pembelajaran mahasiswa. Penelitian ini merupakan penelitian eksperimen. Populasi dalam penelitian ini adalah 84 mahasiswa Diploma III Akuntansi. Data dikumpulkan dengan menggunakan kuesioner dan dokumentasi. Uji prasyarat analisis meliputi uji validitas, realibitas instrumen kuesioner, normalitas, multikolinearitas, dan heterokedastisitas. Teknik analisis data yang digunakan adalah regresi liniear berganda. Hasil penelitian ini menunjukkan bahwa: 1) peer-review assessment memiliki hubungan dengan luaran pembelajaran mahasiswa 2) self-esteemgagal memoderasi hubungan tersebut.

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The Effect of Peer Assessment on the Evaluation Process of Students

Cited by 33 publications

References 18 publications

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Untitled

Peer-Review Assessment Dan Luaran Pembelajaran Mahasiswa Pada Mata Kuliah Praktikum Perpajakan

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