The Effectiveness of Giving and Receiving Peer Feedback on English Pre-service Teachers’ Test Development
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This study examined the nature and use of English pre-service teachers’ peer feedback during the process of language test development. A case study was conducted with a group of three students enrolled in a pre-service teacher education program. As part of the second language assessment course requirements, the students completed a test development project that consisted of the (1) test design (statements of the test purposes, target language use domain, test-taker characteristics, and construct definitions) and (2) operationalization parts (developing and writing the actual test items). After submitting an initial draft of the project, they gave written peer feedback to one another to improve the quality of the project, and finally submitted a revised draft. The primary sources of data were documents, including the initial and revised drafts of the test development project and written peer feedback, all of which were analyzed qualitatively. Overall, the students demonstrated an accurate understanding of the test development components and procedures by providing relevant, concrete comments on their peers’ work. They also effectively utilized peer feedback for test development by appropriately addressing most of the feedback provided by their peers. The findings provide implications for pre-service and in-service teacher training in the field of second language assessment.
Abstract
This study examined the nature and use of English pre-service teachers’ peer feedback during the process of language test development. A case study was conducted with a group of three students enrolled in a pre-service teacher education program. As part of the second language assessment course requirements, the students completed a test development project that consisted of the (1) test design (statements of the test purposes, target language use domain, test-taker characteristics, and construct definitions) and (2) operationalization parts (developing and writing the actual test items). After submitting an initial draft of the project, they gave written peer feedback to one another to improve the quality of the project, and finally submitted a revised draft. The primary sources of data were documents, including the initial and revised drafts of the test development project and written peer feedback, all of which were analyzed qualitatively. Overall, the students demonstrated an accurate understanding of the test development components and procedures by providing relevant, concrete comments on their peers’ work. They also effectively utilized peer feedback for test development by appropriately addressing most of the feedback provided by their peers. The findings provide implications for pre-service and in-service teacher training in the field of second language assessment.
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