Yundayani, et al.

Technology-Mediated Peer Assessment in a Course: A Snapshot through the Students’ Lens 

Audi Yundayani, STKIP Kusuma Negara, Jakarta, Indonesia
Fiki Alghadari, STKIP Kusuma Negara, Jakarta, Indonesia

Michael Olubunmi Odewumi, University of Ilorin, Kwara State, Nigeria


https://doi.org/10.9743/JEO.2024.21.1.6

Abstract

Peer assessment encourages students to engage actively in the learning process. Based on a descriptive case study, this research aims to depict students’ perspectives on using technology-mediated peer assessment (TEMPA) in the context of the English for Academic Purposes (EAP) course. The results showed the level of the students’ attention, relevance, confidence, and satisfaction using TEMPA. Further, TEMPA provided adequate motivational stimulation to EAP students. In addition, we propose that students engage in peer assessment activities to acquire lifelong skills in assessing and delivering feedback to others and in self-assessing and enhancing their own work.

Keywords: English for academic purposes, technology-mediated peer assessment


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