Predictive Validity of Peer Assessment in Micro-Teaching: Correlation with Teacher Ratings among Indonesian Preservice EFL Teachers
Abstract
Purpose of the study: This study investigates the predictive validity of peer assessment of teacher evaluations in English micro-teaching performance among preservice teachers
Methodology: This study used a quantitative correlational-predictive design with 48 preservice teachers selected through random cluster sampling. The study used peer and teacher performance assessment rubrics covering eight teaching skills, which were previously validated by two experts (CVI = 1.0). Data were analyzed using Pearson correlation, linear regression, and paired-sample t-tests to examine predictive validity, alignment, and discrepancies between peer and teacher evaluations in micro-teaching performance.
Main Findings: Data reveal a moderate to strong correlation between peer and teacher scores (r = 0.645, p < 0.001), with peer assessments significantly predicting teacher evaluations (R² = 0.416). However, peer scores were consistently lower (M = 34.02 vs. 38.33, p < 0.001), particularly in complex areas like classroom management and reinforcement. This highlights peer assessment’s value as a supplementary tool for evaluating teaching and fostering reflection, while underscoring the need for assessor training and rubric calibration to ensure reliability.
Novelty/Originality of this study: This study brings a new perspective by exploring whether peer assessment in English micro-teaching can actually predict teacher evaluations. Unlike most research that sees peer review only as a learning aid, this study shows peers can meaningfully mirror teacher judgments, while also revealing where their views differ. The findings highlight the potential of peer assessment as both a learning and an evaluative tool in teacher education.
References
L. Li, Y. Xiong, C. V Hunter, and X. Guo, “Does peer-assessment promote student learning? A meta-analysis,” Assess. Eval. High. Educ., vol. 45, no. 2, pp. 193–211, 2020, doi: 10.1080/02602938.2019.1620679.
E. Panadero, “A review of self-regulated learning: Six models and four directions for research,” Front. Psychol., vol. 11, no. 234, 2020, doi: 10.3389/fpsyg.2020.00234.
W. Cheng and M. Warren, “Enhancing the reliability of peer-assessment through adaptive training: A study in higher education,” Assess. Eval. High. Educ., vol. 46, no. 5, pp. 709–724, 2021, doi: 10.1080/02602938.2021.1884842.
J. Tai, R. Ajjawi, D. Boud, and P. Dawson, “Developing evaluative judgement: A meta-analysis of peer-assessment,” Assess. Eval. High. Educ., vol. 46, no. 2, pp. 187–203, 2021, doi: 10.1080/02602938.2021.1875865.
M. Alqassab, J. W. Strijbos, E. Panadero, J. F. Ruiz, M. Warrens, and J. To, “A Systematic Review of Peer Assessment Design Elements,” Educational Psychology Review, vol. 35, no. 1. 2023, doi: 10.1007/s10648-023-09723-7.
C. N. Prilop, K. E. Weber, F. J. Prins, and M. Kleinknecht, “Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education,” Stud. Educ. Eval., vol. 70, 2021, doi: 10.1016/j.stueduc.2021.101062.
M. J. González-Rodríguez, D. M Perales-Palacios, F. J Martínez-Segura, “Microteaching as an effective instructional strategy for pre-service teachers: A systematic review,” Int. J. Instr., vol. 13, no. 2, pp. 207–222, 2020, doi: 10.29333/iji.2020.13239a.
E. Panadero and M. Alqassab, “An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading,” Assess. Eval. High. Educ., vol. 44, no. 8, 2019, doi: 10.1080/02602938.2019.1600186.
T. Nguyen, “Peer feedback in micro-teaching: Implications for pre-service teacher development,” J. Educ. Teach., vol. 48, no. 7, pp. 923–937, 2022, doi: 10.1080/02607476.2022.2047385.
R. Yuan and L. J. Zhang, “Teachers grow with their students’: Examining the teacher identity development of EFL teachers in China,” System, vol. 96, no. 102406, 2021, doi: 10.1016/j.system.2020.102406.
K. S. Double, J. A. McGrane, and T. N. Hopfenbeck, “The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies,” Educ. Psychol. Rev., vol. 32, no. 2, 2020, doi: 10.1007/s10648-019-09510-3.
E. Panadero, H. Andrade, and S. Brookhart, “Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going,” Aust. Educ. Res., vol. 48, no. 1, pp. 1–22, 2021, doi: 10.1007/s13384-019-00376-4.
M. Zhang, F., Schunn, C., Li, W., & Long, “Changes in the reliability and validity of peer assessment across the college years,” Assess. Eval. High. Educ., vol. 45, no. 6, pp. 841–854., 2020, doi: 10.1080/02602938.2019.1697166.
R. Shible and M. Sharma, “Designing effective peer assessment systems in higher education,” Assess. Educ. Princ. Policy Pract., vol. 31, no. 1, pp. 67–86, 2024, doi: 10.29333/iji.2023.16149a.
A. Jongsma, S. Vink, and A. Ros, “Scaffolding peer evaluation to enhance student reflection and learning outcomes,” Teach. High. Educ. Adv. online Publ., 2024, doi: 10.1080/13562517.2024.1160458.
L. T. T. Nguyen, “Peer feedback in higher education: A systematic review,” Assess. Eval. High. Educ., vol. 47, no. 4, pp. 510–525, 2022, doi: 10.1080/02602938.2022.2052507.
N. Liu and D. Carless, “Peer feedback: The learning element of peer-assessment,” Teach. High. Educ., vol. 25, no. 1, pp. 1–15, 2020, doi: 10.1080/13562517.2019.1599302.
S. Lertsakulbunlue and A. Kantiwong, “Evaluating the dependability of peer assessment in project-based learning for pre-clinical students: A generalizability theory approach,” BMC Med. Educ., vol. 25, no. Article 260, 2025, doi: 10.1186/s12909-025-06772-0.
Y. Zhang, “Predictive validity in educational assessment: Current issues and future directions,” Stud. Educ. Eval., vol. 73, no. 101161, 2022, doi: 10.1016/j.stueduc.2022.101161.
C. C. Deneen and H. T. Hoo, “Connecting teacher and student assessment literacy with self-evaluation and peer feedback,” Assess. Eval. High. Educ., vol. 48, no. 2, 2023, doi: 10.1080/02602938.2021.1967284.
R. Craig and D. Kay, “Online peer assessment in higher education: A systematic review,” Comput. Educ., vol. 203, no. 104708, 2024, doi: 10.1016/j.compedu.2023.104708.
S. Taghizadeh Kerman, N Banihashem and M. Karami, “Online peer feedback in higher education: A synthesis of the literature,” Educ. Inf. Technol., vol. 29, pp. 763–813, 2023, doi: 10.1007/s10639-023-12273-8.
O. Noroozi, H. J. A. Biemans, and M. Mulder, “Factors affecting the quality of peer feedback in online education: A review and implications for practice,” Educ. Res. Rev., vol. 36, no. 100423, 2022, doi: 10.1016/j.edurev.2022.100423.
T. Tanti, D. Darmaji, A. Astalini, D. A. Kurniawan, and M. Iqbal, “Analysis of user responses to the application of web-based assessment on character assessment,” Journal of education technology, vol. 5, no. 3, pp. 356-364, 2021, doi: 10.23887/jet.v5i3.33590.
K. Misiejuk and B. Wasson, “Backward evaluation in peer assessment: A scoping review,” Comput. Educ., vol. 175, 2021, doi: 10.1016/j.compedu.2021.104319.
J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - John W. Creswell, J. David Creswell - Google Books. 2018.
T. Tanti, W. Utami, D. Deliza, and M. Jahanifar, “Investigation in vocation high school for attitude and motivation students in learning physics subject”, Jor. Eva. Edu, vol. 6, no. 2, pp. 479-490, 2025, doi: 10.37251/jee.v6i2.1452.
D. Edelmann, T. F. Móri, and G. J. Székely, “On relationships between the pearson and the distance correlation coefficients,” Stat. Probab. Lett., vol. 169, 2021, doi: 10.1016/j.spl.2020.108960.
F. Polit and C. T. Beck, Nursing Research: Generating and Assessing Evidence for Nursing Practice, 11th ed. Lippincott Williams & Wilkins., 2021.
M. S. B. Yusoff, “ABC of Content Validation and Content Validity Index Calculation,” Educ. Med. J., vol. 11, no. 2, 2019, doi: 10.21315/eimj2019.11.2.6.
Y. Han and Y. Xu, “The development and validation of a rubric for assessing peer feedback in EFL writing,” Assess. Writ., vol. 39, no. 14, pp. 14–28, 2019, doi: 10.1016/j.asw.2018.12.002.
L. van der M. Dasoo, N., & Muller, “Teacher advocacy for the enhancement of professional learning and development in continuous professional teacher development programmes,” South African J. High. Educ., vol. 34, no. 4, pp. 45–59, 2020, doi: 10.20853/34-4-3485.
L. Doyle, P. . Harris, and M. . Easterbrook, “Quality and quantity: How contexts influence the emergence of teacher bias,” Soc. Psychol. Educ., vol. 27, pp. 1855–1882, 2024, doi: 10.1007/s11218-023-09882-z.
D. A. Kurniawan, A. Astalini, D. Darmaji, T. Tanti, and S. Maryani, “Innovative learning: Gender perception of e-module linear equations in mathematics and physics,” Indonesian Journal on Learning and Advanced Education (IJOLAE), vol. 4, no. 2, pp, 92-106, 2022, doi: 10.23917/ijolae.v4i2.16610.
M. Wong and W. C. Liu, “Enhancing pre-service teachers’ identity development through basic psychological need satisfaction in coursework,” Teach. Teach. Educ., vol. 135, no. 104415, 2024, doi: 10.1016/j.tate.2023.104415.
S. Kang, M. O’Reilly, G. Lancioni, T. S. Falcomata, J. Sigafoos, and Z. Xu, “Comparison of the predictive validity and consistency among preference assessment procedures: A review of the literature,” Research in Developmental Disabilities, vol. 34, no. 4. 2013, doi: 10.1016/j.ridd.2012.12.021.
S. Farmasari. “Pre-service EFL teachers’ language assessment literacy satisfaction and assessment preparedness,” Int. J. Lang. Educ., vol. 7, no. 4, 2023, doi: 10.26858/ijole.v7i4.47445.
T. T. P. Nguyen and C. D. Nguyen, “An evaluation of researcher–teacher collaboration with practitioners engaged in instructing English language with young learners,” Educ. 3-13, 2024, doi: 10.1080/03004279.2024.2323648.
B. Mansouri, K. Molana, and M. Nazari, “The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies,” System, vol. 103, 2021, doi: 10.1016/j.system.2021.102674.
M. Barahona and X. Ibaceta-Quijanes, “Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility,” Teach. Teach. Theory Pract., vol. 30, no. 2, 2024, doi: 10.1080/13540602.2022.2062726.
W. Cheng and M. Warren, “Peer assessment of language learning in higher education: Practices and challenges,” Assess. Eval. High. Educ., vol. 46, no. 4, pp. 623–637, 2021, doi: 10.1080/02602938.2020.1819743.
X. Li and P. Ke, “Becoming feedback literate: A case study of a Chinese University EFL teacher,” Asia-Pacific Educ. Res., vol. 33, no. 2, 2024, doi: 10.1007/s40299-023-00743-z.
E. Caffrey, D. Fuchs, and L. S. Fuchs, “The predictive validity of dynamic assessment: A review,” Journal of Special Education, vol. 41, no. 4. 2008, doi: 10.1177/0022466907310366.
K. Sugihartini, N., Hadi, S., Wahyuni, D. S., & Agustini, “Peer-assessment integrated microteaching course with e-learning system,” EAI Endorsed Trans. e-Learning, 2022, doi: 10.4108/eai.6-10-2022.2327353.
H. Y. Phuong et al., “The impact of training vietnamese EFL learners for self-assessment on writing performance. , 17(2), 237-258.,” Int. J. Instr., vol. 17, no. 2, pp. 237–258, 2024, doi: 10.29333/iji.2024.17214a.
J. Axt, N. Buttrick, and R. Y. Feng, “A Comparative Investigation of the Predictive Validity of Four Indirect Measures of Bias and Prejudice,” Personal. Soc. Psychol. Bull., vol. 50, no. 6, 2024, doi: 10.1177/01461672221150229.
G. Luria and Y. Kalish, “A social network approach to peer assessment: Improving predictive validity,” Hum. Resour. Manage., vol. 52, no. 4, 2013, doi: 10.1002/hrm.21541.
M. Ishak and F. Hussin, “Predictive validity study of sustainable leadership for learning questionnaire,” Int. J. Instr., vol. 15, no. 2, 2022, doi: 10.29333/iji.2022.15233a.
A. G. Greenwald, T. A. Poehlman, E. L. Uhlmann, and M. R. Banaji, “Understanding and using the implicit association test: III. Meta-Analysis of predictive validity,” J. Pers. Soc. Psychol., vol. 97, no. 1, 2009, doi: 10.1037/a0015575.
D. E. Morisky, L. W. Green, and D. M. Levine, “Concurrent and predictive validity of a self-reported measure of medication adherence,” Med. Care, vol. 24, no. 1, 1986, doi: 10.1097/00005650-198601000-00007.
B. P. D. Riyanti, A. O. Suryani, C. W. Sandroto, and S. Y. Soeharso, “The construct and predictive validity testing of Indonesian entrepreneurial competence inventory-situational judgment test model,” J. Innov. Entrep., vol. 11, no. 1, 2022, doi: 10.1186/s13731-022-00202-x.
Copyright (c) 2025 Santi Farmasari, Lalu Ali Wardana, La Ode Alfin Haris Munandar, Hartati Suryaningsih
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
