Empowering Learning: Students and Teachers Outlook on Peer Assessment for Oral Presentation

Abstract

The main thrust of this study was to examine students and teachers outlook on the use of peer assessment criteria for oral presentation at Soran University. This strategy advocated enhancing student’s involvement in tutorial presentation and contributed to the development of students learning of peer assessment in their faculty. The paper draws on data collected through questionnaires was used to gather a data from a sample of 60 students and 9 academic staff. Findings from the study indicated that students view on peer assessment for presentation depended on the quality of peers language accuracy and competent background. Descriptive statics showed that Student’s sentiment in peer assessment was believed to be uncertain due to problematic issues; however staffs viewed peer assessment as involvement of learners in learning practices and social development, the findings revealed that teachers were disagreed with the idea of peer’s assessment for presentation as a result of inferior level of learners. As a proactive enforcer, peer assessment for presentation must always be achieved in higher education system to produce proactive approach. Keywords: peer assessment, Oral presentation, Assessing tutorial presentation, Pros and Cons of peer assessment