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Peer Assessment in an EFL Context: Attitudes and Correlations
Jui-ching Peng
89-107 (complete paper or proceedings contents)

Abstract

This study investigated the differences in college students' English proficiency levels in terms of attitudes towards peer assessment and correlations with the teacher's grading in an EFL (English as a Foreign Language) context. A five-point Likert scale survey was selected as an instrument before and after the implementation of peer assessment, followed by 20 semi-structured interviews. The findings suggested that the students had positive attitudes towards peer assessment. There were no statistically significant differences regarding attitudes between the high-intermediate and low-intermediate students. The low-intermediate students' grading had, on average, a closer similarity with the teacher's. The study suggests that peer assessment is a viable alternative assessment in higher education.

Published in

Selected Proceedings of the 2008 Second Language Research Forum: Exploring SLA Perspectives, Positions, and Practices
edited by Matthew T. Prior, Yukiko Watanabe, and Sang-Ki Lee
Table of contents
Printed edition: $270.00