Self-, Peer-, and Teacher-Assessment in Speaking

Henny Awwalien

Abstract


Abstract

This research aims to examine the correlation among self-, peer-, and teacher-assessment in speaking. It practiced a quantitative research approach, designed as correlation study. Data for this study were the score of self-, peer-, and teacher-assessment in speaking, obtained from thirty students of senior high school level. In analyzing the correlation, the researcher applied multiple regression analysis and spearman’s rho correlation coefficient formula. The result of multiple correlation analysis can be stated that self- and peer-assessment have a correlation coefficient .607 with level of significance .002 means that self-assessment and peer-assessment simultaneously have an influence to teacher-assessment. The result of bivariate correlation analysis can be summarized that self-assessment and teacher-assessment have correlation coefficient .460 with level of significance .011 means that they are significantly correlated. The bivariate correlation of peer-assessment and teacher-assessment, have correlation coefficient .112 with level of significance .555 means that they are not significantly correlated. The result can be inferred that self-assessment and peer-assessment simultaneously have an influence to teacher-assessment. The relationship of peer-assessment and teacher-assessment are not significantly correlated. The significant correlation only existed between self-assessment and teacher-assessment.

 

Keywords: correlation, self-assessment, peer-assessment, teacher-assessment


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References


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