The Reliability of Peer Assessment in EFL Classrooms

Abstract

Recently, there has been an increased attention towards alternative assessment methods which are believed to be interesting, positive and engaging in their nature. In addition, they have numerous pedagogical advantages that contribute to EFL learning and teaching.

The present study examines some of those methods with a particular focus on peer assessment and its Achilles’ heel- reliability. To find out the extent to which peer assessment can be reliable, the researcher employs a mixed method research in an intermediate level classroom in the Experimental English Classes (EEC) center. Pre- and post-interviews are conducted with the EEC teacher who teaches in that classroom. Next, the students are introduced to the peer assessment concept and rubric and are asked to deliver individual presentations during the following seven lessons. The presentations are assessed by the EEC teacher, the researcher and the peers with the help of peer assessment forms. After the treatment, the means of each student’s grades from the three sets of raters (teacher-students; teacher-researcher; researcher-students) are counted and compared to find out any significant differences in the raters’ grading. At the end of the study, the students are asked to complete survey questionnaires and the teacher is interviewed to find out their attitude towards peer assessment.