Enhancing Class XI students’ learning of Economics Using Peer and Self-Assessments

Abstract

Assessment is the engine that drives learning and can track student’s progress. Peer and self-assessments are essential aspect of ‘assessment as learning’ within formative assessment. This action research explores the effectiveness of peer and self-assessments in enhancing Class XI students learning Economics. All 80 students (XI Commerce and XI Arts) participated in the action research. The quantitative data collected through an aptitude test was analyzed using Microsoft Excel for frequencies and percentages. Qualitative data collected through journaling (n= 80) and three FGD (n= 15) were analyzed using themes and sub-themes. Reflection formed an integral part of the two cycles of implementing the intervention strategies. The study revealed that peer and self-assessments provide opportunity for students to assess their peers’ and their own performance. It also serves to assess the progress made by the students. Therefore, the study recommends teachers to include peer and self-assessment in their student assessment process. However, carrying out peer and self-assessments can be a bit challenging for teachers due to the work load, large class size, wide syllabus coverage, exam-oriented curriculum, and student competency in assessment practice.