Is the collaborative peer assessment model effective for genre-based writing in university?

Abstract

The existing peer assessment model for genre-based writing must be developed to gain the maximum quality of the assessment. It needs to be integrated with collaborative learning and problem-based learning and make the peer assessment part of learning. Thus, this research aims to determine the effectiveness of the peer assessment model in the group genre-based writing class. The method used was a quantitative method with a comparative design. The model was developed in the seventh semester of the English Education Department, Universitas Islam Negeri Salatiga, Indonesia. There are 23 pre-service English teachers (PSETs) joining the implementation developed peer assessment model collaborative genre-based writing peer assessment model. The result revealed that there is no difference between the score from the peer assessment and the score given by the lecturer. It can be concluded that the collaborative genre-based writing peer assessment conducted by students has similarities with the assessment conducted by the teacher. It supports that the students’ and teacher’s assessment has the same quality.