Peer Assessment in Writing Using Frog VLE in a Secondary School ESL Classroom

Abstract

The study attempted to shed some light on the effects of using Frog VLE for peer assessment in writing in a secondary school ESL classroom and the students’ perception towards using Frog VLE for peer assessment in writing. A total of 50 Form Four students were involved in this study. A pre-test was given to identify their performance in writing essays. Later, they used Frog VLE for their writing tasks as well as to assess their friends’ work. The teacher posts many rubrics and guidelines for students’ reference in the Frog VLE. At the end of the study, a post-test on writing was given together with a questionnaire to find out the students’ perception on using the Frog VLE for peer assessment. The data collected were analysed using paired t-test while a descriptive analysis was used to find out the perception of students in using Frog VLE to do peer assessment in writing. The results revealed that students perceived using Frog VLE for peer assessment as very useful, enjoyable and their writing proficiency has improved. Some suggestions were given for further research.