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Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives

Peer assessment is increasingly being emphasized as part of formative assessment due to its rich nature in developing independent and autonomous learners. However, in Malaysia, the practice of peer assessment is still limited. While past studies have indicated that conceptions predict classroom prac...

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Main Authors: Ma'arop, Amrien Hamila, Abd Samad, Arshad
Format: Article
Published: Horizon Research Publishing 2020
Online Access:http://psasir.upm.edu.my/id/eprint/87077/
https://www.hrpub.org/journals/article_info.php?aid=8744
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spelling my.upm.eprints.870772024-05-16T04:50:57Z http://psasir.upm.edu.my/id/eprint/87077/ Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives Ma'arop, Amrien Hamila Abd Samad, Arshad Peer assessment is increasingly being emphasized as part of formative assessment due to its rich nature in developing independent and autonomous learners. However, in Malaysia, the practice of peer assessment is still limited. While past studies have indicated that conceptions predict classroom practices, and studying teachers’ conception on peer assessment are important especially now that the transformation of assessment practice is a major item in the national educational agenda. Hence, this study aims to explore peer assessment experiences in the lower primary ESL classroom among teachers in the state of Selangor. The study adopted the qualitative research method, with three primary ESL teachers who were purposefully selected as the participants of the study. Data were collected through in-depth interviews and were analyzed for emerging themes. The findings revealed that participating teachers in this study viewed peer assessment as an interpersonal, intrapersonal and active, cognitive process. In implementing peer assessment, teachers generally engaged in several processes before and while implementing the activity. In the planning stage, the teachers decided on the activity and strategy, presented success criteria and specified feedback forms to be used by the students and while during the activity, teacher oriented the task clearly and facilitated the process through monitoring. This study contributed to a better understanding of teachers’ perspectives on implementing peer assessment in the lower primary ESL classrooms in Malaysia. Horizon Research Publishing 2020 Article PeerReviewed Ma'arop, Amrien Hamila and Abd Samad, Arshad (2020) Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives. Universal Journal of Educational Research, 8 (1A). 87 - 94. ISSN 2332-3205; ESSN: 2332-3213 https://www.hrpub.org/journals/article_info.php?aid=8744 10.13189/ujer.2020.081312
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
description Peer assessment is increasingly being emphasized as part of formative assessment due to its rich nature in developing independent and autonomous learners. However, in Malaysia, the practice of peer assessment is still limited. While past studies have indicated that conceptions predict classroom practices, and studying teachers’ conception on peer assessment are important especially now that the transformation of assessment practice is a major item in the national educational agenda. Hence, this study aims to explore peer assessment experiences in the lower primary ESL classroom among teachers in the state of Selangor. The study adopted the qualitative research method, with three primary ESL teachers who were purposefully selected as the participants of the study. Data were collected through in-depth interviews and were analyzed for emerging themes. The findings revealed that participating teachers in this study viewed peer assessment as an interpersonal, intrapersonal and active, cognitive process. In implementing peer assessment, teachers generally engaged in several processes before and while implementing the activity. In the planning stage, the teachers decided on the activity and strategy, presented success criteria and specified feedback forms to be used by the students and while during the activity, teacher oriented the task clearly and facilitated the process through monitoring. This study contributed to a better understanding of teachers’ perspectives on implementing peer assessment in the lower primary ESL classrooms in Malaysia.
format Article
author Ma'arop, Amrien Hamila
Abd Samad, Arshad
spellingShingle Ma'arop, Amrien Hamila
Abd Samad, Arshad
Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives
author_facet Ma'arop, Amrien Hamila
Abd Samad, Arshad
author_sort Ma'arop, Amrien Hamila
title Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives
title_short Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives
title_full Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives
title_fullStr Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives
title_full_unstemmed Peer assessment experiences in the lower primary ESL classrooms in Malaysia: Teachers' perspectives
title_sort peer assessment experiences in the lower primary esl classrooms in malaysia: teachers' perspectives
publisher Horizon Research Publishing
publishDate 2020
url http://psasir.upm.edu.my/id/eprint/87077/
https://www.hrpub.org/journals/article_info.php?aid=8744
_version_ 1800093763181215744
score 13.211869

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