Falchikov opine that peer-assessment is assessment which is involve students in case of give a grade or comment to their friends’ work or performance based on
the criteria that decided by them before doing assessment or by teacher’s guidance.
28
Moreover, peer assessment can be used summative and collect it as the overall assessment picture during a semester. Student peer-assessment can be
anonymous, with assessors randomly chosen by teacher so the friendship factor is likely less intrude the result.
29
The criteria alike of self-assessment make it easy to be taken by the student onto their hand to grading or giving some comments.
As the statement above, it can be conclude that peer assessment is one of authentic assessment which involves student in assessing other students’ work
based on the criteria-given by the teacher in order to help they are increase their understanding in some materials. As Matsuno’s opinion, peer-assessments tend to
being more stable, although they seem to be more tolerance than assessments made by teachers
30
.
2. The Advantages of Peer-Assessment
Peer-assessment has given some evidentially positive effect on the students’ achievement in learning. As the utterance of some experts, there were
some valuable benefits while applied peer-assessment in the classroom. As peer assessment has served a writing scale instrument, it allows the students to see,
analyze and rate their peer’s work. It helps the students to learn through performance criteria. It also gives the students a comparison substance to his or
her work and also it leads the students to discuss with their friends about their peer’s work.
31
Furthermore, there are several reason of peer-assessment applied in the classroom. First, peer-assessment will improve the motivation of the students to
work carefully. It is believed that any comments or scoring from other students may give the chance to discuss about their work and they often try to give the best
for the next task. Second, the students will take the criticism of their peers more
28
Boud, D. Falchikov, N. Rethinking assessment in higher education. London: Kogan Page, 2007, p. 52.
29
Phill Race. Assessment Series no. 9. LTSN Generic Centre, 2011, p. 4.
30
Glenn Fulcher, Practical Language Testing, Great Britain: Hodder Education, 2010, p. 71.
31
Peter W. Airasian, Assessment in the Classroom: A Concise Approach, Sydney: McGraw-Hill Higher Education, 2000, 2
nd
Edition, p. 169.
seriously rather than if it is from the teacher. Next, it helps the better communication between the students and the teacher. In any condition, it is more
effective to complain about the difficulties of any subject by group voice rather than by individually. Also, peer-assessment helps the teacher to observe of what is
going on while the students are busy involved in the peer-assessment.
32
Tricia Hedge states the advantages of peer-assessment are: a. The editing which is immediately after the writing make it meaningful and
useful to the writer, b. Help students to recognize errors in theirs,
c. Students understanding about writing is redefined and clarified, d. They tend to think carefully about clarify and acceptability in writing.
33
In other hand, Spiller mentioned some advantages of peer-assessment are: a. Peer-assessment can encourage collaborative learning through interchange
about what constitutes good work b. Students can help each other to make sense of the gaps in their learning and
understanding c. The conversation around the assessment process is enhanced.
d. Student is being more participative in learning process e. Peer-assessment help students and teacher to make a link between them
f. Peer assessment can help the student to promote their development in learning
g. The immediate assessment make the formative learning can be enhanced.
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3. The steps of peer-assessment
There are some steps in conducting peer assessment, which are: a. Guide the student in understanding of how they will do peer assessment
b. Manage the confidence of student and make sure that they are comfort to make an assessment of their friend’s work
c. Elaborate to the students what is the objective of peer assessment d. Prepare the score or grade of assessment as a guidance for the student
e. Make sure that the student in a same perspective of how they have to do in assessment process
32
Paul Black, loc. cit., p. 50.
33
Tricia Hedge, Writing, Oxford: Oxford University Press, 1988, pp. 158—159.
34
Dorothy Spiller, Assessment Matters: Self-Assessment and Peer Assessment, The University of Waikato, 2012, p. 10.
