Peer Assessment: A Complementary Tool to Promote Students' Autonomy

• Main Authors: Javiera Alfaro Alpízar, José Fabián Elizondo González, Netzi Valdelomar Miranda
• Format: Article
• Language: English
• Published: Universidad de Costa Rica 2019-09-01
• Series: Revista de Lenguas Modernas
• Subjects: alternative assessment, peer assessment, group discussions, EFL, public speaking
• Online Access: https://revistas.ucr.ac.cr/index.php/rlm/article/view/38976
• ISSN: 1659-1933; 2215-5643

This research study explores the implementation of peer assessment in an impromptu group discussion set in an English as a Foreign Language (EFL) class of 20 students. Peer assessment is incorporated in this class as a way to enrich the students’ own learning process and promote autonomy, based on the premise that, in conjunction with traditional testing, peer assessment helps students to develop a better understanding of the subject matter, their strengths and weaknesses, and their learning process in general (Crisp, Sambell, Mc Dowell & Sambell as cited in Thomas, Martin & Pleasants, 2011). The results of the study showed that the students took a proactive role in completing the checklists conscientiously and writing comments on their peers’ performances, focusing on delivery, pronunciation, grammar, and vocabulary, respectively. Careful preparation of the activity and appropriate guidance to students were key to obtaining the results desired –students’ autonomy, self-confidence, cooperation and motivation (Brown, 2004). Overall, the results obtained not only show that peer assessment can promote autonomy and cooperation among students, but it also has practical implications for instructors, as we learned that we can improve the instruments to generate more insightful learning experiences through peer assessment in future activities.