IMPACT OF PEER ASSESSMENT INTERVENTION ON STUDENT MOTIVATION AND LEARNING IN COMPOSITION CLASSES

Abstract

Purpose – This study sets out to investigate the impact of the peer assessment intervention on student motivation and learning given the numerous calls by stakeholders in higher education institutions to make assessment criteria more explicit. Methodology – The sample involved two groups of students, 65 in total, enrolled in a first-year writing course. The intervention group was subjected to a peer assessment workshop while the other served as the control group. A 45 item Likert scale questionnaire was administered on both groups subsequently. Findings – Results from independent sample T-tests and Pearson Chi-Square test of independence showed that increased levels of motivation and better learning strategies were reported by the intervention group compared to the control group except for one dimension of learning - peer learning. A moderate strength of association was reported between the peer review intervention and the dimensions of motivation whereas the strength of association between peer review intervention and the dimensions of learning strategies was weak. Significance – The study reinforces that socialization processes are pertinent and that instructors should bring their learners in as full partners for the meaningful transfer of tacit knowledge. Peer review has shown to provide students with the ability to take control of their own successes.