Adoptability of Peer Assessment in ESL Classroom

Abstract

In ESL class, a teacher in charge of the class usually evaluates all the students’ performances, where using peer assessment may be a good way to confirm or modify the teacher assessment. In this study, whether peer assessment can be adopted in class is considered using FACET analysis. Since this is a regular small English class in Japan, the participants are 18 ESL university students and one teacher. First, one misfitting rater is eliminated and all the other raters including the teacher are included as assessors. The rater measurement report shows that, after eliminating one rater, no raters are misfits. The FACET map shows that most of them, including the teacher, are lenient raters. In addition, only a few unexpected responses are detected. Overall, this study concludes that peer assessment can be reasonably used as additional assessment in class.