Literature Review Of Peer Assessment In English Language Learning

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CHAPTER II
RELATED LITERATURE REVIEW

2.1 Peer Assessment in English Language Learning Traditionally, what is so called as ‘summative assessment’ has been used by teachers to determine students’ learning result which has a great impact on their progession and degree classification (Paul Orsmond, 2004). It puts a heavy emphasis on students’ products rather than students’ processes. However, students’ end-products cannot be the only consideration for meaningful learning. Thus, according to Orsmond (2004), cited in Heron (1988), a change in assessment was needed in which students are inclusive so that students can involve in assessment activity and judge their progess based on their peers’ feedback. The model of assessment – which are peer assessment - also involves students and teachers work collaboratively.
Peer assessment is the activity involving students to give feedback and grades to the quality of their peers’ works or performances based on the criteria of excellence (Dorothy Spiller, 2012). According to Paul Orsmond (cited in Topping, 1998), peer assessment occurs when individuals considers the amount, level, and quality of other students’ learning outcomes or products. Moreover, According to Tim S. Roberts (2006), the term peer assessment refers to the process of getting students to be critical to suggest grades to their peers’ learning. Thus, we can conclude that peer-assessment involves students to be assessors to measure whether their peers’ products or

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