Effectiveness of Peer Assessment as Teaching Innovation: A Classroom-based Action Research

Abstract

Peer assessment has been an effective strategy to heighten the students’ participation. In the 21st century of teaching and learning, the student-centered approach is the new trend making the teacher the facilitator for learning. This classroom-based action research aimed to test the effectiveness of peer assessment as an innovation with the contextualized worksheet in teaching the senior high school students in earth and life science subject. This study employed a mixed-method. The Statistical Package for Social Sciences (SPSS) was utilized to analyze the quantitative data and phenomenological methodology to interpret the qualitative data. For the school year 2018-2019, there were 130 students selected purposively as the respondents. The result showed that the peer assessment with the aid of contextualized worksheet was effective in teaching earth and life science. However, they are affected by hesitations in providing their answers, noise of the environment and not having enough time while activities are in process.