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.
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
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