Abstract
The purpose of this project was to introduce peer and self assessment on tutorial class participation to a marketing unit at Curtin Sarawak. This assessment strategy was introduced with desire to improve class participation and increase student involvement in assessment. At the end of semester, a questionnaire was used to gather responses from a sample of 77 students about their opinions on the peer assessment practice. Students agreed that the practice promotes a sense of ownership, engagement and personal responsibility of the learning experience. But at the same time, many experienced some stress in the assessment process and found it not easy to evaluate their peers. The study found students do not reject peer assessment strategy.
Highlights
Despite the universal advice against grading class participation from assessment and measurement scholars (Davis, 1993), class participation remains an important item of student evaluation in business courses, especially where case discussions are an integral part of the course
The results reflected that students fully understood what was expected of them in doing the peer assessments (3.79) and the scoring rubric given was helpful in doing the peer evaluation (3.68)
Some literature advised that peer assessment of class participation should not be recommended for grading purposes due to the issue of reliability and validity of peer evaluations
Summary
Despite the universal advice against grading class participation from assessment and measurement scholars (Davis, 1993), class participation remains an important item of student evaluation in business courses, especially where case discussions are an integral part of the course. A study of core curriculum syllabi at Seattle University discovered that 93 percent of courses included class participation as a component grades (Bean & Peterson, 1998). At Curtin University of Technology, Sarawak Campus, more than half of business programs building participation into course grading. It constitutes a relatively small proportion of the course grade ranging from 5 percent to 20 percent. The personality of some inhibits them from speaking up in class, leading them to feel stressed to have this method of assessment
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