Examining reliability in self-, peer-, and instructor-rated public speaking classes at the higher education level. This study aims to determine the degree of statistical correlation between self-, peer-, and lecturer-evaluation for English Education Department students in the fifth semester of English Education Department public speaking class at UIN Syarif Hidayatullah Jakarta.
- Background of the Research
- Identification of Problems
- Limitation of the Problem
- Research Questions
- Objectives of the Research
Ratminingsih (2017) observed that feedback from a wide range of perspectives will be provided by combining self, peer and lecture evaluation. The results of the current research contribute to determining the accuracy of self, peer and lecture assessments for students in the English Department of Education.
Public Speaking
- Definition of Public Speaking
- Kinds of Public Speaking
- The Component in Public Speaking Skills
Because the speaker makes eye contact with the audience, the audience feels more valued by the speaker. Because they feel important, the audience is more likely to respect and pay attention to the speaker.
Assessment
- Formative Assessment
- Summative Assessment
In addition, it is important for students to learn what appropriate assessment criteria look like as pre-service teachers so that they can better understand the actual assessment processes when they later teach in the classroom. Summative assessment takes place at the end of a course or program to determine a student's level of performance or how well a program is performing.
The Comparison among Measurement, Assessment, and Evaluation
- Self-, Peer-, Lecturer-Assessment
- Self-Assessment
- Advantages of Self-Assessment
- Drawbacks and Challenges of Self-Assessment
Another benefit of self-assessment is that it fosters motivation, which is an essential element for learning. Because it is performed by the individual, self-assessment may result in a less unbiased assessment.
Peer-Assessment
- Definition of Peer-Assessment
- Advantages of Peer-Assessment
- Drawbacks and Challenges of Peer-Assessment
Peer assessment is the practice of having readers evaluate, and perhaps judge, the learning of their peers. Referring to another aspect of peer evaluation, Reinholz (2016) reports that in peer assessment “students use criteria and apply standards to their peers' work to judge that work”. The peer assessment approach has the significant advantage of providing a more impartial and objective evaluation.
Peer assessment helps students develop higher-order thinking abilities, solidify their subject knowledge, and receive personalized feedback (Staubitz et al., 2016). Ashenaf (2015) noted that peer assessment is a particularly adaptable type of educational assessment that can be used for either a summative or formative purpose, or even both simultaneously by combining numerous components. Even though large in-person classrooms with several hundred students are possible, peer assessment has often been used in this setting in the context of smaller groups led by a teacher or teaching assistant and often as an adjunct to teacher evaluation (Liu et al.). , 2017).
Since grades should be fair, uniform and similar for all students, summative peer assessment of other students' work is a more difficult task that requires careful guidance from the teacher. Students from increasingly diverse groups participate in peer assessment in a classroom setting. The diverse backgrounds and knowledge levels of students raise questions about student eligibility and the accuracy of grades, and the validity of peer assessment as an evaluation tool is occasionally challenged by students Cristina et al.
Lecturer-Assessment
- Definition of Lecturer-Assessment
- Advantages of Lecturer-Assessment
- Drawbacks and Challenges of Lecturer-Assessment
The method for collecting data on the performance or success of students, the findings of which will be used for evaluation, is the evaluation of lecturers. Lecturer assessment is a systematic process that involves gathering data about learning processes and outcomes (numbers, verbal descriptions), analyzing the data, and then interpreting the data to arrive at choices (Mulia & Sugara, 2018). The process of collecting and analyzing data by a teacher to judge the achievement of learning outcomes or students' skills is known as teacher assessment.
Teacher assessment is essentially a set of actions by teachers aimed at choosing between different options for measuring students' learning outcomes or competence levels during teaching and learning activities. In more detail, teacher assessment has the following objectives: According to Prihantoro, teachers can determine whether or not students have reached the necessary level of competence; 2) Teachers can give students instant feedback; (3) Teachers can continue to monitor students' learning progress; (4) Educators can use the feedback from continuous monitoring of the learning process to improve the strategies, approaches, activities and learning resources used, to: (5) The findings of the assessment can inform parents and school boards about the quality of instruction. In line with this, the benefits of the level assessment based on Sokhanvar (2021) are as follows: (1) The aim of education is to develop fundamental or standardized competences; (2) It serves as a platform for assessing student learning.
The disadvantage of teacher assessment is that the teacher has difficulty promoting an independent attitude in students. Teachers could not properly observe students' attitudes regarding students' concern for the environment. According to Luckyardi and Syaroni (2020), this is because teachers need to model this approach when students are outside the classroom. Some students seemed not to pay attention to the teacher's explanations, and the teacher found it difficult to get them to do so.
Reliability in Assessment and Public Speaking
Since it is well known that each student must be evaluated individually and personally, teachers are hampered by their limited time as a result.
Related Previous Studies
The finding of this study is the level of agreement between self and lecturer assessment is balance and also significance of gender effect. The finding for lecturer compared to peer assessment concludes that there are no significant differences between those two types of assessment. Consequently, prospective teachers who have learned the information and abilities linked to self- and peer-assessment within the context of the lesson can be associated with consistency between scores received from self-assessment, peers and teachers in the study.
As part of the oral presentation, Langan et al. 2008) conducted a study on the relationships between student characteristics and self-, peer-, and mentor-evaluation of oral performance. The result of the research is that the correlation between the peer evaluation scores and the tutor's evaluations was stronger than between the self-evaluation scores. From the research presented above, it can be seen that the research of Iglesias (2022) and the research of Nalbantoğlu Yılmaz (2017).
But the differences in the assessments that occur are due to various factors such as gender, activities and knowledge of the assessment itself. For example, the previous studies focused on the implementation of all these assessments and a disregard for accuracy in the way teaching and learning is done in the classroom. This research conducted in another population which is the fifth semester of the English Education Department of UIN Syarif Hidayatullah Jakarta.
- Research Design
- Place and Time of the Research
- Population and the Sample
- The Instrument of the Research
- The Technique of Data Collection
- The Technique of Data Analysis
The author obtained data from fifth semester students of the English Education Department at UIN Syarif Hidayatullah Jakarta as the population. The sample was chosen, all individuals in the population have the same opportunity to be selected as the participants in the research. In this study, the researcher took the subject of Public Speaking and the performance test of public speaking was taken from the English Education Department.
The final test score was used in this research because the score only measures students' public speaking skills. The method of collecting data for this study involved conducting a public speaking course at the English department at UIN Syarif Hidayatullah Jakarta. Students were asked to give speeches and presentations as part of the data collection process, which began with a presentation on public speaking techniques with a specific theme.
The data were evaluated using SPSS's statistical formula to see whether or not there is a statistically significant relationship between student self-, peer-, and teacher-evaluation. The researcher used SPSS 25.0 to obtain the Pearson product-moment correlation coefficient (r), which was used to analyze the data. According to Puth and Neuh (2014), one of the statistical formulas that can be used to characterize the strength and direction of the linear relationship between two variables is the Pearson correlation product moment.
- Research Findings
- The Data of Students‘ in Public Speaking Class
- The Correlation among Self-, Peer-, and Lecturer-Assessment
- The Correlation between Self-Assessment and Peer-Assessment
- The Correlation between Self-Assessment and Lecturer-Assessment
- The Correlation between Peer-Assessment and Lecturer-Assessment
- Discussions
From the calculation about the correlation between self-assessment and peer assessment in the fifth semester students of the English Education Department at UIN Syarif Hidayatullah Jakarta can be obtained the result of the research was rxy 0.855, significant (2-tailed) <0.001 and the number of subject 109. From the calculation about the correlation between peer assessment and lecturer assessment in the fifth semester students of the English Education Department at UIN Syarif Hidayatullah Jakarta the result of the research can be obtained, was rxy. The result of the calculation showed that the correlation coefficient between peer assessment (Y) and lecturer assessment (Z) was 0.817.
The fifth semester English pre-service teacher Public Speaking class of the English Education Department at UIN Jakarta showed a strong relationship between self-evaluation and peer assessment. Based on the data, the calculation's outcome revealed that rxy=0.855 was the final result's average score for the correlation between self and peer assessment. Based on the data, calculations revealed that rxy=0.833 was the final mean score of the correlation between self and peer assessment.
In the fifth semester of teaching in the public speaking class of the Department of English Education at UIN Jakarta, there was a strong relationship between peer evaluation and lecturer evaluation. Consequently, based on the findings of this study, we agree with this research because there is a significant correlation between peer evaluation and lecturer evaluation. When examining the correlation between peer evaluation and lecturer evaluation, the findings of this study are, however, different.
Conclusion
Implication
Accuracy in student self-assessment: Directions and cautions for research. experiences and perceptions of teaching practice. Peer assessment as a tool to improve pre-service primary bilingual teachers' education Peer assessment as a tool to improve pre-service primary bilingual teachers. How effective are self- and peer-assessment of oral presentation skills compared to teacher assessments.
Objectivity in subjectivity: Correlates students' self- and peer-assessments with examiners' subjective and objective assessment of clinical skills. An investigation of the use of self, peer and teacher assessment in higher education: a case study in teacher education. Speaking like a TED speaker – a case study of motivated English language studies in EFL teaching.
Assessment and Evaluation in Higher Education Small group discussions as a key component of online assessment training for enhanced student learning in online peer assessment. Peer assessment as a teaching and learning process: observations and reflections of three facilitators on a first-year undergraduate critical skills module. Formative self-assessment and peer assessment for improved student learning: Key factors in design, teacher engagement and.
