Assessment as Learning: How Does Peer Assessment Function in Students' Learning?

Area of Science:

• Educational Psychology
• Language Assessment
• Classroom-based Assessment

Background:

• Peer assessment (PA) is a key formative classroom practice with potential benefits for student learning.
• Limited research exists on the learning processes within PA, hindering its evaluation as an Assessment as Learning (AaL) tool.
• This study investigates both the process and outcomes of PA in an academic context.

Purpose of the Study:

• To examine student assessment performance within the context of PA.
• To evaluate the impact of PA activities on student progress in speaking ability.
• To provide insights for teachers on organizing effective PA activities.

Main Methods:

• 29 undergraduate students participated in two argumentative speaking assessment activities.
• Many-Facet Rasch Model and bias/interaction analyses were used to evaluate rater effects and behavior.
• Questionnaires and semi-structured interviews explored student perceptions and potential interfering factors.

Main Results:

• Students exhibited stable rating behavior and showed progress in all dimensions of argumentative speaking (delivery, organization, language use).
• Students were generally more critical of their own work than their peers', with minimal bias observed.
• Participants recognized PA benefits but also raised practical concerns.

Conclusions:

• Peer assessment is a feasible and effective method for enhancing student learning, particularly in developing speaking skills.
• The study validates the utility of PA as an Assessment as Learning (AaL) strategy.
• Findings offer practical guidelines for implementing PA effectively in educational settings.