• Embed Doc
  • Copy Link
  • Readcast
  • Collections
  • CommentGo Back
Download
 
(Asian EFL Journal, Vol. 33, January 2009)
 1
Student perspectives of peer assessment for learning in a Public Speaking course
Eddy White
Abstract
This peer assessment (PA) case study was conducted to determine student feelings abouta student-centered assessment procedure, and whether it was useful in promotingeffective 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 werecomprised of peer assessment scores of oral presentations. The course contained 55 third-year female students, in two classes. Data collected and analyzed included completed PArating sheets for two presentations by each student, and a student survey at the end of thecourse. 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 studentlearning. The analysis also determined that student views expressed are often congruentwith views in the PA literature, despite the particular context of this investigation.
Key Words
: peer assessment, assessment for learning, formative and summativeassessment purposes
Introduction
The student point of view matters because of its affect on learning. From the students’  point of view, classroom assessment information is not merely information ‘about’ himself or herself. Rather, it forms a major part of his or her learning life, becoming part of the lessons he or she is expected to learn, the relationship she or he has with theteacher and the subject matter, and relationships with peers
(Brookhart, 2003, p. 6).Teacher decision-making with regard to assessment frameworks they use in their courses can be hugely influential in the degree of student engagement with the subjectmatter and the degree of student learning which results. While assessment practices canhave a profound impact on learning, most assessment is implemented with little or noinput from the students themselves (Stefani, 1998). The practice of peer assessment (PA)has been recognized as having possibly enormous benefits in terms of learning gain, andis increasingly being used in higher education to involve students more actively in theassessment process (Race, Brown & Smith, 2005).Peer assessment (PA) has been defined as “an arrangement in which individualsconsider the amount, level, value, worth, quality, or success of the products or outcomesof learning of peers of similar status” (Topping, 1998, p. 250). Use of a PA component ina course assessment diet can promote student involvement, responsibility and excellence,establish clearer course frameworks, focus attention on skills and learning, and provideincreased feedback (Weaver & Cottrell, 1986). PA has a vital role to play in formative
 
(Asian EFL Journal, Vol. 33, January 2009)
 2assessment by involving students in judging the work of their colleagues, and, withcareful implementation, can also be used as a component in summative assessment. Inaddition to being a way of assessing the products of student learning, PA can also be seenas a process of learning in its own right. While these ideas about the positive role PA can play in classroom assessment are well-known, less is known regarding student perspectives of assessing and being assessed by peers.Case studies enable researchers to investigate a specific setting and its participants incontext (Gay & Airasian, 2003). The investigation reported here focuses on student viewsof a PA framework used within the particular context of a Public Speaking course, calledEffective Public Speaking (EPS), at Tokyo Woman’s Christian University. In this casestudy, peer assessment scores for oral presentations were aggregated into students’overall grades for the course, making up 30% of their final grade. The purpose of thisinvestigation is to explore tertiary EFL students’ perceptions of PA, and its impact onstudents’ experience of learning. Primarily based on student responses to an end-of-course PA survey, the case study focuses on two key questions:1.
 
How do students feel about peer assessment, particularly the framework implemented in this Public Speaking course?2.
 
Do students feel that the PA process (scoring peer presentations,giving/receiving peer feedback) was helpful in their learning to become moreeffective public speakers?A student presentation in front of a group of peers is a public performance - a showingof skill or talent before an audience. The evaluation of student presentations is a form of 
 performance-based assessment 
, one in which students perform a task and show specificskills and competencies (Stiggins, 1987). In this case study, this involves the studentsdemonstrating to an audience their understanding and application of the knowledge andskills of effective public speaking. Basturk (2008) writes that in performance assessmentsthe role of the students in the assessment process is changed from being passive learnersto active participants, and notes that it “ allows instruction and assessment to be woventogether in a way that more traditional approaches fail to accomplish” (p. 13).
 PA and Assessment for Learning 
The potential for PA to promote students’ learning has a key place in the ideas associatedwith assessment for learning (AfL), or assessment used for formative purposes. Inclassroom assessment
 for 
student learning, the assessment process and its results areturned into instructional interventions which are designed to increase, not just monitor,student learning, motivation and confidence (Stiggins, 2008). In AfL, peer assessment isconsidered ‘uniquely valuable’ because it motivates students to be more careful in thework they do, it amplifies the student voice in the learning process, and their learning isimproved (Black, Harrison, Lee, Marshall & Wiliam, 2003). PA is also a valuableassessment for learning procedure because student learning is promoted as they take onthe roles of teachers and examiners of each other, and students find it easier to makesense of assessment criteria if they examine the work of other students alongside their own (Black & Wiliam, 2006).
 
(Asian EFL Journal, Vol. 33, January 2009)
 3Black et al. (2003) warn that this learner-centered mode of assessment will only thriveif students are helped by teachers to develop peer assessment skills. They also make the point that “the ultimate aim of peer (and self) assessment is not that students can giveeach other levels and grades-these are merely a means to an end . . . the real purpose-theidentification of learning needs and the means of improvement” (p. 62). A similar idea iscaptured in the simple phrase ‘
learning by assessing 
’ (Toppings, 1998, p. 254). Yet, inthis case study, as often happens, such formative assessment practices as peer-assessmentalso must contend with the summative assessment realities that exist.
Formative and Summative tensions
While summative assessment (assessment
of 
learning) summarizes what students havelearnt at the end of a period of instruction, formative assessments (assessment
 for 
learning) are ongoing and occur concurrently with instruction to provide feedback to bothteachers and students and serve the purpose of guiding teaching and learning (McTighe &O’Connor, 2005). PA is considered a key formative practice, one which students are “inthe process of forming their competencies and skills with the goal of helping themcontinue that growth process” (Brown, 2004, p. 6).However, in this case study, peer assessment also serves a summative purpose byaggregating student-generated scores of their peers’ performances into final coursegrades. Because marks and grades may be viewed as threats to valid formativeassessment, summative assessment purposes can distort or cancel out any learning benefits for students (Stobart, 2006). Noonan and Duncan (2005) assert that “based on principles of assessment for learning and formative assessment, it seems that the use of  peer-and self-assessment ought to be limited and not used in summative studentassessment” (p. 6). Limited, yes, but PA does not have to be excluded from summativeuse. If students learn from them, summative assessments can act formatively (Yorke,2003). In his review of the PA literature Topping (1998) concluded that studies suggestthat feedback of even a simple quantitative nature can result in positive formative affectswith regard to improved scores/grades and students subjective perceptions. In their discussion of the potential for assessment to enhance learning, Kennedy, Kin Sang, Wai-ming and Kwan Fok  (2006) write: Whatever the purpose, there is no reason to prevent these summaries of learning at a point in time from abiding by the principles of formative assessment and assessment for learning. That is, these assessments can be used as feedback to help students move fromwhere they are to where they need to be and they can be designed in ways that reflect the principles of assessment for learning (p. 8).The PA framework discussed in this case study was intended to serve the dual role of using assessment as a formative learning tool as well as a summative measuringinstrument.
of 00

Leave a Comment

You must be to leave a comment.
Submit
Characters: ...
You must be to leave a comment.
Submit
Characters: ...