| dc.description.abstract | Although the amount of research has increased over the last three decades, peer assessment of oral language skills is still rather under-researched. Therefore, this review aims to investigate possible learning implications of using peer assessment in the language classroom. Furthermore, the review’s focus is peer assessment within English as a foreign language (EFL), since that is also an area that needs to be further explored. The paper will begin by presenting six aspects that can be considered to have positive influences on learning, as well as six challenges that teachers might come across when incorporating peer assessment into the
classroom. Thereafter, a few learning implications that are particularly important for teachers to bear in mind, will be emphasized. This includes: an open and secure classroom climate, student created assessment criteria, preparation and training, and to avoid focusing on the reliability and validity of peer assessment. Finally, three research proposals, in need for further investigation, will be presented. | sv |
