Peer Assessment as The Main Method for Assessing Students’ Writing: a Proto-Design Fordeveloping EFL Lesson Plans  

Oleh:

Purnawan, Ari

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 260-258.
Topik: peer assessment; proto-design; writing skills
Fulltext: hal 260.pdf (15.04MB)

Isi artikel

Developing alternative assessment methods has been one of the main issues for EFL teachers who continually seek ways to improve the result of their students’ learning. In the big world of assessment, peer assessment is often viewed as only an extra, minor method in collecting the data of learning results. This paper aims to show why and how peer assessment can –and should– be used as the main way to assess the writing process and product in EFL classrooms. Teachers are suggested to develop a proto-design to provide a step-by-step guideline for teachers wishing to include this technique of assessment in their lesson plans for teaching writing. Because the technique is supposed to be included in the lesson plan as the main assessment method, teachers will have enough room for all necessary stages of preparation, and therefore they are expected to arrive at much better, well-organized assessment plans. This paper also serves as an attempt to answer the challenges of some pessimists who look down the amazing power of EFL learners in providing meaningful contributions to the improvement of their own writing skills. The advantages of applying this technique are two-fold: it helps teachers rate their students’ production more objectively, and at the same time it also forces the peer assessors to learn and improve their own skills both in writing and, if necessary, in revising it.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali