Peer Assessment Between English Language Students at the Tertiary Level: A Case of Peer Assessment in Language in Use Classes at the Department of English, Faculty of Arts, University of LjubljanaPopovič, Ana Veronika (Avtor) Sokolov, Cvetka (Mentor) assessmentalternative assessmentpeer assessmentpeer feedbackoral presentationsattitudes of students and teachers.This thesis focuses on peer assessment, a form of alternative assessment gaining prominence both in terms of its use at various levels of education and as a subject of research. We first provide information about assessment in general, then take a closer look at alternative assessment to provide an overview of the wider context in which peer assessment exists. Next, the thesis overviews the literature and research findings on various aspects of peer assessment: peer feedback, peer feedback literacy, peer assessment in university courses, peer assessment of oral presentations, attitudes to peer assessment, and the reliability and validity of peer assessment. In the empirical part of the thesis, we explore peer assessment of oral presentations in Language in Use courses at the Department of English, Faculty of Arts, University of Ljubljana. We interviewed two teachers who teach Language in Use courses at the Department of English to gain insight into their experiences and observations regarding peer assessment. We learned that they have positive experiences with the assessment method and that they plan to continue using it in their courses. We then followed the peer assessment process in two groups of first-year BA students who participated in peer assessment of oral presentations in the Language in Use I course. Students expressed their opinions on the peer assessment through three questionnaires distributed at different points in the assessment process – the majority of students expressed satisfaction with the peer assessment process, reported that they had a positive attitude to peer assessment, and were willing to participate in peer assessment in the future. The participating students also gave appropriate feedback to their peers.20242024-07-28 07:45:52Magistrsko delo/naloga159881VisID: 546945COBISS_ID: 203143939sl