Validity Of Peer Feedback In Assessing Presentation Skills Of Esl Adult Learners

Abstract

Student-centered Learning Plays A Major Role With The Development Of The Education System, Especially In Learning English As Second Language (ESL) Contexts. Here, The Learner Is Also Entrusted With Much Responsibility In The Teaching/learning Process. In Such Circumstances, The Part Played By Peer Assessment As A Prominent Alternative Assessment Tool Is Significant. The Significance Of Peer Assessment Is Highlighted In Different Learning Contexts And Research. However, Studies On Peer Assessment Are Still Limited In Sri Lankan Context. Hence, This Study Aims To Investigate The Extent To Which Peer Feedback Is Valid In Assessing Presentation Skills In The ESL Context. Peer Assessment Is Still A New Concept In The Context Where This Study Has Been Conducted, And It Needs More Exploration And Practice. The Participants Of This Quantitative Study Were Three Teachers, 20 Students As Assessors And 30 Students As Assesses, Who Were Studying Technology In A Higher Educational Institute. The Assessors Gave Peer Feedback For The Oral Presentations Of Their Peers. The Feedback Forms Were The Research Instruments Of This Study And Independent Samples T-test Was Used To Analyze Data. The Results Indicate That Student Assessors Have Given Higher Marks Than Teachers. This Study Underscores The Need To Approach Peer Assessment From A Systemic Perspective, Considering Its Role Within The Course As A Whole And Its Interconnections With Other Learning Activities.

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