Group peer assessment of oral English performance in a Taiwanese elementary school

While studies of peer assessment (PA) of both written and oral performance are more common in higher education settings, particularly in first-language contexts, PA's potential for familiarizing elementary-level students with assessment criteria, empowering them to gain ownership of their learning, and developing their motivation and collaborative skills is less well understood. This study investigated the implementation of group PA of oral performance in English-as-a-foreign-language (EFL) classes in Taiwan. A mixed methodology research design integrated analysis of teacher- and peer-assessment ratings for each presenting group, post-assessment survey data, and an instructor interview, documenting the perceptions of and attitudes toward PA of 130 upper elementary students (ages 10-12) and their instructor. The results show that the ratings by fifth and sixth graders, but not fourth graders, were significantly correlated with those of the instructor. Practical and research implications for future implementation of PA of oral performance are discussed.