Student Perspectives of Peer Assessment for Learning in a Public Speaking Course
Title
Student Perspectives of Peer Assessment for Learning in a Public Speaking Course
Student Perspectives of Peer Assessment for Learning in a Public Speaking Course
Keywords: peer assessment, assessment for learning, formative and summative assessment purposes
Authors
Eddy White
Tokyo Woman s Christian University
Eddy White
Tokyo Woman s Christian University
Bio Data
Eddy White teaches in the Department of English at Tokyo Woman’s Christian University and is a doctoral candidate in Applied Linguistics at Macquarie University, Sydney, Australia. His research interests focus on formative assessment, particularly the application of assessment for learning theory and practice into an EFL context. Assessment literacy is also an area of interest and focus of professional development.
Abstract
This peer assessment (PA) case study was conducted to determine student feelings about a student-centered assessment procedure, and whether it was useful in promoting effective learning. Set in a Public Speaking course at a Tokyo university, this paper reports on a PA framework in which 30% of students final course grades were comprised of peer assessment scores of oral presentations. The course contained 55 third-year female students, in two classes. Data collected and analyzed included completed PA rating sheets for two presentations by each student, and a student survey at the end of the course. Based on survey responses, student perspectives on using peer assessment were positive, on the whole, and the process did indeed lead to the promotion of student learning. The analysis also determined that student views expressed are often congruent with views in the PA literature, despite the particular context of this investigation.
This peer assessment (PA) case study was conducted to determine student feelings about a student-centered assessment procedure, and whether it was useful in promoting effective learning. Set in a Public Speaking course at a Tokyo university, this paper reports on a PA framework in which 30% of students final course grades were comprised of peer assessment scores of oral presentations. The course contained 55 third-year female students, in two classes. Data collected and analyzed included completed PA rating sheets for two presentations by each student, and a student survey at the end of the course. Based on survey responses, student perspectives on using peer assessment were positive, on the whole, and the process did indeed lead to the promotion of student learning. The analysis also determined that student views expressed are often congruent with views in the PA literature, despite the particular context of this investigation.
[private]
See pages: 1-36
[/private]Category: Monthly Editions, Volume 33
