Challenges and Strategies for Peer Assessment in Project-Based Learning

• 영문명: Challenges and Strategies for Peer Assessment in Project-Based Learning
• 발행기관: 한국영어평가학회
• 저자명: Hyun-Jin Kim
• 간행물 정보: 『English Language Assessment』Vol.19 No.2, 11~30쪽, 전체 20쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2024.12.31

국문 초록

This study investigates university students’ perceptions of peer assessment in English courses, focusing on those without prior experience. Thirty students enrolled in a general English course participated in a survey examining their views on the potential impact of peer assessment on learning, fairness, motivation, and interaction. Findings revealed that while students generally recognized the benefits of peer assessment for fostering collaboration and improving presentation skills, many expressed concerns about the fairness of being evaluated by peers and their ability to assess classmates accurately. In particular, the study identified key concerns related to bias, a lack of confidence in peer judgment, and a preference for instructor-only assessment. The findings suggest that for peer assessment to be more widely accepted, instructors must offer targeted training, clear guidelines, and instructional support. The study proposes practical strategies for effectively integrating peer assessment into language learning curricula, such as providing students with clear rubrics, offering hands-on training, and modeling the evaluation process. These approaches aim to build student confidence, ensure a fair and transparent peer assessment process, and enhance the educational value of project-based learning in EFL contexts.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. RESEARCH METHOD

Ⅳ. RESULTS

Ⅴ. DISCUSSION

Ⅵ. CONCLUSION

REFERENCES

키워드

project-based learning (PBL) peer assessment assessment strategies student perception