College Students’ Perceptions of Peer Assessment in Group Oral Presentations
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초록
The purpose of the present study is to examine the perceptions of Korean university students on peer assessment in group oral presentations and investigate the correlation between students’ perceptions and their final course grade and between students’ perceptions and each student’s year in college. A total of 27 students, who enrolled in an English language course participated in the study. They were required to give a group oral presentation and also were asked to assess the group presentations given by their peers using a rubric. Then they completed a questionnaire. In order to analyze the data, a t-test and correlation were performed. Findings revealed that students who had their pre-university education through the medium of English were more favorable to peer assessment activity, indicating students should get awarded a different score based on their performance in a group presentation. However, the students who had all their previous education by the medium of Korean preferred that all members in a group should get awarded the same mark, and they found peer assessment challenging. In addition, the correlation between the perceptions of students and their final grades showed a weak relationship in general. Also, the correlation between the perceptions of students and their year in college was also weakly correlated. Despite the different views of the two groups, they preferred peer assessment to teacher assessment only in group oral presentations.
Abstract
The purpose of the present study is to examine the perceptions of Korean university students on peer assessment in group oral presentations and investigate the correlation between students’ perceptions and their final course grade and between students’ perceptions and each student’s year in college. A total of 27 students, who enrolled in an English language course participated in the study. They were required to give a group oral presentation and also were asked to assess the group presentations given by their peers using a rubric. Then they completed a questionnaire. In order to analyze the data, a t-test and correlation were performed. Findings revealed that students who had their pre-university education through the medium of English were more favorable to peer assessment activity, indicating students should get awarded a different score based on their performance in a group presentation. However, the students who had all their previous education by the medium of Korean preferred that all members in a group should get awarded the same mark, and they found peer assessment challenging. In addition, the correlation between the perceptions of students and their final grades showed a weak relationship in general. Also, the correlation between the perceptions of students and their year in college was also weakly correlated. Despite the different views of the two groups, they preferred peer assessment to teacher assessment only in group oral presentations.
참고문헌 (29)
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