BukuProgramICPIE_2019-13Sept2019

INTERNATIONAL CONFERE NCE ON PEDAGOGY AND INCLUS I VE EDUCATI ON I CPIE 2019
. FUSING LEARNING
THROUGH SELF-ASSESSMENT AND PEER ASSESSMENT
Norherani Moning, PhD, Assunta Carolina Antonysamy, PhD &
Ramesh Rao, PhD
Institut Pendidikan Guru Kampus Imu Khas
ABSTRACT
Research has shown that students make more progress when they are
accorded the agency to become actively involved in their own learning.
When students reflect and make adjustments to their learning, they
become matured and empowered learners. Assessing their own work or
their peers’ can empower and help them develop deeper understanding
of the intended learning outcomes. This study seeks to explore if and
how self-assessment (SA) and peer assessment (PA) achieves the
purpose of enhancing learning. A total of 29 pre-service teachers took
part in this study. Using a standardised marking rubrics from the
Examination Unit (IPGM), the students assessed their own research
proposal twice. They began by assessing their own proposal for TSLB
3143 Fundamentals of Research in Education paper and filling the
Evaluation Score Sheet. Then, they exchanged their proposal amongst
themselves and assessed it and gave written feedback. The scripts were
then returned and they were given time to discuss and justify the marks
awarded for the peers. Data was collected through two main sources;
interviews, Evaluation Score Sheets with written comments in the score
sheet. Comparison of the scores between self-assessment and peer
assessment was carried out. Only three scores, SA and PA were the
same. Majority of the SA scores, i.e. 19, were higher than PA, while
seven PA were higher than SA. From the interviews and feedback
sessions, the pre-service teachers all unanimously agreed that self/peer
assessment was very beneficial and enlightening.
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