Abstract
This research is conducted to investigate non majored English students’ capability in peer assessment in fulfilling English speaking tasks. Literature review shows that peer assessment positively impacts students' achievements. In this study, an experimental approach was followed to develop an assessment rubric which students implement assessing their peers’ performance in-class activities. Second, this assessment rubric was introduced and tested in an English speaking lecture where the researchers instruct the lecturer and students about the assessment process, then evaluate the effect of peer-assessment practice. Third, the research employed a mixed-method with questionnaires, observation and interviews. Research participants include six teachers and 30 non-English-majored students in English speaking class. The study shows that students can assess their peers' performance through a set of rubrics that highly appreciated lecturers of the course.
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