Naslov
Evaluating Peer Assessment through the Lens of ESP Students

Autori
Varga, Mirna

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
Language for Specific Purposes: Trends and Perspectives International Conference, 17-18 September 2021 Budva, Montenegro Book of Abstracts / - , 2021, 56-57

Skup
Language for Specific Purposes: Trends and Perspectives

Mjesto i datum
Budva, Crna Gora, 17.09.2021. - 18.09.2021

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
peer assessment, academic writing, ESP, undergraduates, attitudes

Sažetak
Peer assessment, which lies at the heart of student-centered learning, provides multiple learning benefits, such as developing metacognitive understanding of one's learning, gaining competence in providing constructive feedback, enhancing writing skills, sharpening critical thinking and other important lifelong skills (Falchikov, 2005 ; Spiller, 2012). The paper illustrates an implementation of a peer assessment activity with a group of third-year undergraduates (n=13) at the Faculty of Humanities and Social Sciences Osijek, Croatia. The peer assessment task was based on students' evaluations of statements of purpose and followed by online discussions between assessors and assessees. The main objectives of the paper are to report on students' attitudes towards the activity and to discuss the insights gained from the data analysis, which may be important for designing and implementing peer assessment tasks in academic courses. The data were collected through an online questionnaire, students' written feedback with the prompts particularly focused on reflections regarding peer assessment online discussions and the focus group interview which aimed to deepen understanding of students' views. Given students' involvement with peer assessment in previous semester, an important component of the data sources concerned eliciting responses on a potential impact of prior experience on the perceived value of the method. The findings showed that most students agreed that peer assessment is a useful and meaningful activity for building multiple academic skills. They also reported on increased confidence in giving peer feedback due to previous experience. However, providing objective and critical feedback was still considered as one of the major obstacles. Finally, recommendations for scaffolding peer assessment tasks in the ESP course are provided, which might be particularly useful in teaching contexts where this assessment method has not been fully established.

Izvorni jezik
Engleski

POVEZANOST RADA