STRATEGIES TO ENHANCE PEER FEEDBACK AND SELF ASSESSMENT IN EXTENDED SPEAKING COURSE
DOI:
https://doi.org/10.20319/pijss.2015.s21.13341344Keywords:
Peer Feedback, Self Assessment, and Extended Speaking CourseAbstract
This study explores ways to engage students in peer feedback and self-assessment on different aspects of their work, from in-class activities to essays, problem sets and presentations in extended speaking course, English education, faculty of teacher training and education, The University of Muhammadiyah Purwokerto, Indonesia. Sharing the process of giving and receiving feedback with students is beneficial for the learning process as it enables students to take greater ownership of their learning and develop their critical thinking and feedback skills. A crucial factor in the effective use of self-assessment and peer feedback is to ensure that you introduce the idea to students early on in their course. In addition, it is useful to discuss, and revisit regularly, the purpose of the self-assessment or peer feedback activity, to encourage students to view it as an integral part of their learning
References
Atay, D. & Kurt, G. (2006). "Prospective Teachers and L2 Writing Anxiety". Asian EFL Journal, 8 (4), pp. 100–118.
Atay, D. & Kurt, G. (2007). "The Effects of Peer Feedback on the Writing Anxiety of Prospective Turkish Teachers of EFL". Journal of Theory and Practice in Education 3 (1). pp. 12–23.
Boud, D. (1995), Enhancing learning through self-assessment, London, Kogan Page.
Brown, S. (2004), Assessment for learning, Learning and Teaching in Higher Education, 1, 81-89.
Hussein, M., & Al Ashri, I. (2013). The Effectiveness of Writing Conferences and Peer Response Groups Strategies on the EFL Secondary Students' Writing Performance and Their Self Efficacy (A Comparative Study). Online Submission
Jahin, J. H. (2012). The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers. Australian Journal of Teacher Education, 37(11). http://dx.doi.org/10.14221/ajte.2012v37n11.3
Liu, N. F. & Carless, D. (2006) Peer feedback: the learning element of peer assessment, Teaching in Higher Education, 11(3), 279-290. http://dx.doi .org/10.108 0/1356
Lin, G. H. C. & Chien, P. S. C. (2009) "An Investigation into Effectiveness of Peer Feedback." Journal of Applied Foreign Languages Fortune Institute of Technology, Taiwan, vol. 3. pp. 79–87.
Lin, S., Liu, E. & Yuan, S. (2001). "Web-based Peer Assessment: Feedback for Students with Various Thinking-styles". Journal of Computer Assisted Learning 17. pp. 420–432. http://dx.doi.org/10.1046/j.0266-4909.2001.00198.x
McDonald, B., & Boud, D. (2003). The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations. Assessment in Education, 10, pp. 209–220. http://dx.doi.org/10.1080/0969594032000121289
Miao, Y., Badger, R. & Zhen Y. (2006) A Comparative Study of Peer and Teacher Feedback in a Chinese EFL Writing Class.
Nicol, D. & MacFarlane-Dick, D. (2005), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education.
O’Donovan, B., Price, M. & Rust, C. (2004), Know what I mean? Enhancing student understanding of assessment standards and criteria, Teaching in Higher Education, 9(3), 325-335. http://dx.doi.org/10.1080/1356251042000216642
Orsmond, P., Merry, S., & Reiling, K. (1997). A study in self-assessment: Tutor and students’ perceptions of performance criteria. Assessment and Evaluation in Higher Education, 22, pp. 357–370. http://dx.doi.org/10.1080/0260293970220401
Orsmond, P., Merry, S., & Reiling K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment and Evaluation in Higher Education, 25, pp. 23–38. http://dx.doi.org/10.1080/02602930050025006
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, pp. 119–144. http://dx.doi.org/10.1007/BF00117714
Tseng, S. & Tsai, C. (2007). "On-line Peer Assessment and the Role of the Peer Feedback: A Study of High School Computer Course". Journal of Computers & Education 49, pp. 1161–1174. http://dx.doi.org/10.1016/j.compedu.2006.01.007
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2015 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
