The Reliability of Self- and Peer Assessment and Students’ Perceptions toward Peer and Teacher Assessment

The purpose of this study is to investigate the reliability of self- and peer assessment and students’ perceptions of peer and teacher assessment as students’ perspectives influence their learning. The data for this study were collected from 51 undergraduates taking an English oral presentation class in a university. Results were compared with the scores given by self, peers, and the instructor. The analysis of the data revealed that a greater correlation was found between peer and teacher assessments than between self- and teacher assessments. Thus, the study concluded that peer assessment is relatively more applicable than self-assessment for marking the students’ oral presentations; accordingly, including self-assessment marks into students’ presentation grades should be cautiously examined. In addition, this study examined students’ perceptions of peer and teacher assessment using a survey. The results indicated that students viewed both of them as beneficial and valuable for enhancing their oral presentation skills.