Peer-assessment: Sri Lankan English as a Second Language Teachers’ Perception

Abstract

Peer-assessment offers various benefits. There is empirical evidence that peer-assessment enhances learner performance, develops cognitive and meta-cognitive skills, professional skills, personal and intellectual skills and social competencies. Also, previous studies on affective factors of peer assessment suggest that peer-assessment reduces learner anxiety and stress and enhances confidence and motivation. In spite of these benefits, peer-assessment is not common in educational settings. Teachers, the key stakeholders of education, also tend to hold reservation regarding peer assessment. Therefore, the present study was conducted using six English as a Second Language (ESL) teachers teaching in a compulsory English course in a state university in Sri Lanka to explore their perception regarding peer-assessment in ESL writing class. Qualitative data obtained through one on-one interviews and focus group interviews were analyzed using content analysis method. Surprisingly, the results of the present study revealed that the participants believed that peer-assessment helps learners develop their cognitive and metacognitive skills, personal and intellectual skills, and some professional skills and saves teachers’ time. Also, they believed that peer assessment motivates learners. However, they identified limited English language proficiency and friendship as some key challenges to effectively implement peer-assessment in the language classroom. Group based peer assessment and active teacher participation as a facilitator in the peer assessment process were proposed as solutions to overcome these challenges and to ensure a successful implementation of peer-assessment in the ESL classroom. Taken together, the findings of the present study provide strong empirical support for the use of learner-centred peer-assessment in the ESL writing class and other similar contexts.