Engaging College Students in Self- and Peer-Assessmentin an English Class

The purpose of this study is to investigate the relationship between self- and peer-assessment in student contributions to group work and their attitudes towards this practice. Thirty-one college students enrolled in an English class took part in the study, composed of nine groups of three and one group of four participants. They were required to give a group presentation, for which their contribution to group work would be assessed at both the individual and group level through the use of a rubric. After completing their presentation, students were then asked to assess their own contribution as well as their peers’ in the group and to complete a questionnaire. To analyze the data, a t-test and a Pearson product-moment correlation were performed. The findings showed that the mean difference between the self- and peer-assessment were not statistically significant. There was a weak correlation between the self- and peer-assessment and the students’ midterm exam scores. However, peer-assessment and the students’ attitudes had a medium strength negative correlation. Nevertheless, students held a positive attitude towards self- and peer-assessment, and reported that the self-and peer-assessment helped them be more responsible in their group work They viewed the peer-assessment as a good assessment tool.