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INTAN SHUHADA BINTI ISHAK
(DB70079)

NURUL SYAHIRAH BINTI MOHD ZAINI
(DB170067)

NUR SYAHIRA BINTI AWANG
(DB170037)

JUWENDRA TOMAS
(AP160184)

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On my opinion, peer assessment is an alternative that gives great significance in teaching and learning which involving giving feedback in an assessment or evaluation over someone's performance.

This research carries out the reliability and validity of peer assessment of oral presentation skills and how effective is peer assessment in education.

As we know in oral presentation, we were assessed and most participants are involved in being as assessor and assessed. In this research, they shows the method and the analysis and results about how peer assessment effect students and teachers.

Peer assessment has its own advantages such as motivates students to be more reliable and trustworthy. As for the disadvantages, students may act unfairly towards others or simply act dishonest.

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1.PROBLEM STATEMENT

In an assessment of students oral presentation, students can also can play role as assessor and assesed but this raises questions about the reliability and validality of assessment and the attitudes of students towards peer assessment.

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In my opinion, peer assessment of oral presentation skills is a good thing to do because it brings a lot of positive impact to assessors and assesses . For example, self-assessment scores are, for the most part, higher than the marks given by teachers. The results also reflect a very positive attitude of students towards peer assessment as a relevant source of external feedback. Furthermore, for those studentswho are perhaps shy or often disengaged, by working in smaller groups they have the opportunity to show their personality.

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There are two problems arise as stated in the article which is the reliability and validity of peer assessment and the attitudes of students towards peer assessment.

Firstly, about the reliability and validity of peer assessment. In educations, teacher will be the assessor while students be assessed but in peer assessment students can participated as assessor also because studies says that it can improve students performance. As we know, some students may have problems when giving marks because they might act dishonestly or being biased in order to gain an advantage  when they agreed with each others.

Secondly, the attitudes of students towards peer assessment. Some students might having problems in keep giving attention or focus when others doing oral presentation. This will effect the way others deliver their oral presentation.

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Problem/Issue

The issues of the problems encountered by students is they may not understand the task or skill fully so the movements they teach to the other students will not be accurate and also if students who do not work well together are put into a group without knowledge of this behaviour management can be a problem.

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DB170067

Problem / Issue

I think the problem faced by students during oral presentation from the journal that i read is students need assessment by peers so students are more confident to do oral presentation. This is one of the new alternatives in strengthening the role of assessment center of oral presentation.

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The issues of the problems encountered by students focusing on the theme that have been selected is to understands what is peer assessment means and the presentation skills. Students may confuse with peer assessment and presentation skills. They may define it differently or not.

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2.PURPOSE OF STUDY

This research tries to certify about the reliability and validity of peer assessment of oral presentation used as tools in improving students' way of doing oral presentation how it effects others in learning and a good technique on how to develop positive self-efficiency.
Research results mentioned briefly that learners with positive efficacy are more likely to work harder, persistent and attain higher achievement levels by knowing the standard and difference between a good and a weak presenter as a good presenter may know the higher qualities of presentations.

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DB170067
My Opinion

In my opinion on peer assessment of oral presentation skills is that peer assessment helps students to be more confident during oral presentation. In addition, peer ratings make students more motivated and self-reliant to do oral presentation. In addition, peer assessment helps students identify their problems and identify their weaknesses that need improvement. Finally, this peer assessment makes the students face their pressure well and not feel overwhelmed by oral presentation.

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3(i).FACTORS OF PEER ASSESSMENT FOR THIS ORAL PRESENTATION

From what I read from the journal I think, there I a few of factors of peer assessment for this oral presentation using a large amount of score Management based on student performance during their presentation. This assessment can be done by the student response system using the Rubric constructed based on the nine features of the three content-related features, the five attributes related to the delivery and one overall feature.

Furthermore, this response system is also used in the last session of learning to collect answers to questions about student's self-efficacy and perceptions of their learning process including difficulty assessing their peers in the classroom.

In addition, they use factor structure (Main Component Analysis) and reliability (Cronbach alpha) from two components of presentation, content and delivery skills.

Besides that, In this case it is important to know the characteristics of the assessors who are responsible for assessing students. About student characteristics is self-efficacy and scores are obtained from all participants. Most participants take decisions as both roles. This helps to explore the relationship between self-efficacy and scores, and the relationship between self-efficacy with the scoring score provided.

To peer. To explore the relationship between self-efficacy and "awarded" and "accepted" scores, their evaluation is built on two scales ie self-efficacy related to 'content' criteria and self-efficacy related to 'delivery'.

Following the hypothesis obtained by them is that good narrators are also good assessors, we calculate the relationship between these in relation to the performance scores.

According to the assumed relationship between the difficulty of the assessment it is deemed likely to avoid the unexpected extreme score. They expect negative relationships between the perceived difficulties, and the standard deviation of scores given to peers.

After two studies, finally, they are trying to determine whether students become better assessors because of their assessment practices. They compare the distribution of scores between first and last sessions.

It is hypothesized that the distribution of scores (standard deviation) for an oral presentation is larger at the start than the last session. Their assumption is that participants in the last session understand better features, as they can compare scores given by different assessors to the same oral presentation

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My opinion about peer assessment of oral presentation skills is it have advantages and disadvantages for students when doing it. it is good for students and lecturer in teaching and learning process. It also can help students to be more responsible and involved in giving feedback to the presenter and gaining feedback from viewers but students may feel being discriminated against and being misunderstood.

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4.ANALYSIS AND RESULT

From the analysis and result based on the journal of peer assessment of presentation skills,there are two component of the presentations skills, content and delivery that builds for the principal component analysis. Professionalism is correlated to a stronger extent with delivery than content from the result that been show.

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5.CONCLUSIONS AND RECOMMENDATIONS

From the conclusion and recommendations based on the journal there are according to the establishment of a learning community where students are connected with each other as doers and evaluators. Next, principal component analysis revealed that the assessment instrument has a good internal consistency and a
construct validity in line with the underlying components ‘content’ and ‘delivery’. Besides that,  a substantial proportion of the variance in the assessment scores can be explained by the factor assesses. Furthermore, students perceptions about the use of peer assessment are
very positive. Also recommended that educators try
to promote self-efficacy because it is an important student characteristic. Assessors with a high self-efficacy level tend to give more extreme scores and higher scores. Moreover, the assessment process and attributes more time to the
training of the assessors.
Future research could also study the learning effect of peer assessment on consequent oral presentations and see if skills are enhanced by observing peers.