Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context
The University of Adelaide, Australia
Students' anxiety with grading in self and peer-assessment in an EFL context has not been examined extensively in the international literature in educational research. This mixed-method study surveyed English learners (N=100) using Gurbanov's self and peer-assessment questionnaire, and interviewed their teachers in Cambridge English College (N=7) at the end of the College's writing classes. The students were those who had completed the intermediate level in their writing classes and had the same level of anxiety, while the teachers were selected based on the length of teaching time and familiarity with self and peer-assessment practices. An online questionnaire was administered to students, and at about the same time, teachers were interviewed about their perspective upon students' attitudes towards self and peer-assessment. Results showed that these assessments developed students' language and evaluation skills, although anxieties due to English barriers existed when doing self and peer-evaluation in EFL classes. The findings indicated that students were more stressed and anxious in self-assessment compared with peer-assessment. Understanding the nature of students' anxiety and providing a detailed rubric may reduce their hesitation and increase the accuracy of their assessments.
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|Author: Abu Nawas is an English teacher at Cambridge English College (CEC) Makassar, Indonesia, since 2006. He is currently a PhD student in Education at the University of Adelaide, South Australia. His research interests include assessment in education and English language and literacy. ORCID: https://orcid.org/0000-0003-0365-1020?lang=en|
Please cite as: Nawas, A. (2020). Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context. Issues in Educational Research, 30(1), 224-244. http://www.iier.org.au/iier30/nawas.pdf