Teachers’ perspectives on using peer assessment among young EFL learners

Abstract

The concept of assessment for learning in classrooms emphasizes the supportive role of assessment for learning in the sense that assessment occurs while learning rather than at the end of the learning unit. Peer assessment is one of the methods which realize the concept of assessment for learning since it provides students with opportunities to participate in the assessment process and consequently become autonomous in learning. The current study examines factors influencing primary school teachers’ intention to use peer assessment in English writing. A total of 82 primary school teachers (79 females and 3 male) in Korea responded to the theory of planned behaviour (TPB) survey. A seven –point Likert scale numbered from 1 (strongly disagree) to 7 (strongly agree) was used. Results show that Korean primary school teachers on average intended to use peer assessment for teaching writing in English classes (M = 4.00, SD = 1.28). The analysis of open-ended responses also shows that teachers are aware of the pedagogical benefits of peer assessment in English writing. The perceived constraints are centred on who to involve and how to implement peer assessment in classrooms. More studies are needed to gain more information on the way of implementing peer assessment for young EFL learners.