Teacher and Student Perceptions of Peer Assessment for English Writing

Project Number
OER 07/12 CYH

Project Duration
June 2012 - September 2015


In peer assessment, students learn by reciprocally giving and receiving feedback. This student-centered assessment is in line with a series of MOE (Ministry of Education) initiatives and the concept of assessment as learning. However, few studies have systematically examined peer assessment practices and effects in Singaporean schools. Moreover, literature points out a key pitfall that hinders the implementation of peer assessment in real classrooms. The obstacle is negative perceptions of teachers and students on the usefulness, validity, reliability, and fairness of peer assessment. For the successful implementation of peer assessment for English essay writing, the current study aims to investigate how teachers and students perceive peer assessment, what influences their perceptions, and how these perceptions influence peer assessment practices and learning outcomes. To serve these purposes, the current study uses mixed methods design and collects diverse data including interviews, surveys, and artifacts from secondary school teachers (n = 300) and students (n = 300). In addition, peer assessment for English essay writing will be supported by a web-based peer assessment system that anonymously assigns drafts to peer reviewers and facilitates helpful peer feedback. The findings of this study will provide insights about the causes and effects of teacher and student perceptions about peer assessment, which will form the basis for the development of peer assessment in Singaporean schools.

Research Themes

Funding Source

Related Links
SingTeach Issue 40 2013: Where Anonymous Feedback is Welcome
NIE Research Briefs No.15-004: The Impact of Community-based Teacher Learning on
Student Learning Outcomes

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