THE EFFECTS OF PEER-ASSESSMENT TRAINING ON PSYCHOMETRIC FACTORS: A CASE OF MAINSTREAM HIGH SCHOOL EDUCATION
Majid Izanlu and Sara Feyli
Many studies have been conducted on peer assessment in the field of education in general and applied linguistics in particular. In spite of peer assessment’s popularity and benefits, there are some gaps in the peer assessment research. To fill the gaps, this study, through using a quasi-experimental design, tried to investigate the effects of peer-assessment training on some psychological factors, in the context of high school education. Hiring two classes with 30 and 29 participants as the control and the experimental groups, the researcher gathered the data through administering an achievement test as pretest and post test. The gathered data from pretest and post test achievement, using t-test and Pearson correlation test, were compared to find answers for this study’s research questions. The results indicated that when students are trained to do peer assessment, their learning is improved. In addition, the results indicated that training the students for peer assessment results in more consistent scores given by peers.