Abstract
In ESL class, a teacher in charge of the class usually evaluates all the students’ performances, where using peer assessment may be a good way to confirm or modify the teacher assessment. In this study, whether peer assessment can be adopted in class is considered using FACET analysis. Since this is a regular small English class in Japan, the participants are 18 ESL university students and one teacher. First, one misfitting rater is eliminated and all the other raters including the teacher are included as assessors. The rater measurement report shows that, after eliminating one rater, no raters are misfits. The FACET map shows that most of them, including the teacher, are lenient raters. In addition, only a few unexpected responses are detected. Overall, this study concludes that peer assessment can be reasonably used as additional assessment in class.
Highlights
Assessment is an important activity in any educational setting; it is quite a burden for teachers
Whether peer assessment can be adopted in class is considered using FACET analysis
This study concludes that peer assessment can be reasonably used as additional assessment in class
Summary
Assessment is an important activity in any educational setting; it is quite a burden for teachers. When they must evaluate their students’ oral performances, it may cause some troubles since they can often see those performances only once unless they record them. In those situations, peer assessment can be an additional assessment method. There is little agreement as to adoptability of peer assessment as additional assessment in class. S. Matsuno this study is intended as an investigation of whether peer assessment can be reasonably adopted along with teacher assessment in EFL classroom
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