Lecturers’ and Students’ Perception about Peer Assessment Practice: Benefits for Collaborative Works

Didik Rinan Sumekto


Recently classroom’s peer assessment has strategic roles to be
considered as an attempt in bridging students’ collaboration works during writing
course and recognizing their academic achievement while potentially conducting
peer assessment practice. This study empirically records and investigates 5 writing
lecturers’ and 82 undergraduate students’ perception about peer assessment
practice as an alternative assessment from Tidar University of Magelang and
Widya Dharma University, Klaten, Central Java. Research sampling applied the
simple random sampling technique. Data analysis are carried out by SPSS
program and examined quantitatively by applying descriptive statistics based on
the questionnaire data. The findings indicate that there are nine indicators ranking
on the significant level and the most significant indicator relates to students’
competence matter above the delivered learning themes, where mean (M) is 3.80
and standard deviation (SD) value is .447 based on the writing lecturers’
perception. Meanwhile, there are 75.6% or 62 of English education undergraduate
students perceive that peer assessment has granted their writing contribution
through the collaboration works, in which there are twelve supporting indicators
available to strengthen the participants during their writing collaboration works.
Overall, students’ perception about peer assessment practice contributes
participation during its implementation, where mean (M) is 3.51 and standard
deviation (SD) is .599.

Keywords: Collaboration, peer assessment, perception

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