PEER ASSESSMENT: An Intervention Strategy in Enhancing Academic Performance of Selected Grade 6 Pupils of Southville IV Elementary School S.Y. 2018-2019

Abstract

INTRODUCTION

In Southville IV Elementary School, teachers seldom include learners on the assessment process. With that, the researcher was encouraged to study the effectiveness of utilization of peer assessment and to gain deeper insight on how this study can bring assistance to teachers by providing techniques and solutions which can aid them in implementing peer assessment most effectively.

METHODS

This employed the experimental method of research that made use of the teacher-made tests and questionnaires and results underwent quantitative interpretation. The respondents of the study consisted of fifty randomly selected Grade 6 students from Southville IV Elementary School during the school year 2018-2019. The five teachers, who were the secondary respondents of the study, were the ones who randomly selected ten pupils each from their class.

RESULTS

In the first assessment test, the twenty-five pupils in Group A wherein peer assessment strategy was applied obtained 16.32 mean score, 81.8% performance level and 84% of them passed the test. Meanwhile, the other twenty-five pupils in Group B wherein the peer assessment strategy was not applied got 13.92 mean score, 69.6% performance level and 48% of the group passed. In the second assessment test, it was ascertained that Group A gained 17.12 mean score, 85.6% performance level and 96% of them passed the test. On the other hand, Group B got 14.64 mean score, 73.2% performance level and 60% of the group passed.

DISCUSSIONS

It is concluded that the peer assessment strategy enhanced the academic performance of the Grade 6 pupils as shown by the performance of Group A in the first and second assessment test. Pupils found that their attainment increased across a range of subject areas. Regarding the teachers' response, they still encounter some problems during the implementation of peer assessment strategy. Hence, the researcher developed a primer consisting techniques that may help in implementing peer assessment most effectively.