Abstract
The present work was devoted to: (a) exploring peer assessment instruments (i.e., assessment sheets) utilized by teachers in teaching expository essay writing for tenth graders of vocational schools; (b) discussing the implementation and (c) the impact of peer assessment of the peer assessment activities. In this study, the data were from information in the peer assessment implementation. Methods of data collection involved observation, interview, and documentation. The results showed that: (a) The peer assessment instruments were in compliance with the competence standards in student assessment. (b) The implementation of expository writing teaching and learning was to find out students’ progress and outcomes; it also aimed to improve learning processes. (c) Peer assessment activities help schools enhance their learning quality and teachers in comprehending the peer assessment processes. On top of that, the assessment provides students with practical experience in assessing their peers’ works, thus boosting students’ concentration in learning. Peer assessment also measures the affective domains of students (by which it eases teachers to select appropriate teaching-learning strategies). In conclusion, the assessment on students’ social attitude fall under a good category based on the students’ average score.
Highlights
Evaluation refers to a means of rating the performance of an individual
This section discusses all results that correspond to the research problems. It presents a discussion of (a) peer assessment instruments utilized by teachers in teaching expository essay writing for tenth graders of vocational schools, (b) the implementation, and (c) the impact of peer assessment of the peer assessment activities
Instruments used by teachers in peer assessment encompass several components
Summary
Some authorities argue that evaluation is an assessment process aimed at deciding on something; the assessment relied on a set of measurements based on specific determined goals (Arifin (2016:16; Sukmadinata et al 2008:11; Doni et al, 2017:7). Evaluation is described as a systematic and continuous process to determine the quality of a specific object under particular considerations and criteria (Arifin, 2015:8). Evaluation is defined as a systematic and continuous assessment performed by teachers. This process helps teachers’ decision-making prior to specifying what steps they should take in teaching-learning activities. Assessment is described as a process of retrieving information in students’ learning progress and achievement at schools. The assessment should comply with the Regulation of the Ministry of Education and Culture Number 66 of 2013 concerning Educational
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