Educators’ Perspective of Collaborative Assessment in Group Oral Discussion

Abstract

Assessment is an integral aspect of the educational process. However, some issues concerning classroom assessment, such as the difficulty and subjectivity in assessing speaking skills, have persisted throughout the years. As such, there is a need to improve conventional assessment methods for assessing group oral discussion. The collaborative assessment model (CAM) is a promising approach as it requires multiple assessors to assess multiple groups by focusing only on one or two specific assessment components. This qualitative study utilized observations of mock business meetings and interviews with the assessors to glean the educators’ perspectives regarding the limitations of the conventional assessment methods, the advantages and limitations of CAM, and the proposal to use CAM as an alternative assessment method in group oral discussion. It was found that while CAM has some limitations, it could be a more effective assessment method for assessing group oral discussion than the conventional assessment method as it ensures greater accuracy, validation of marks, fairness in marking, and shared stimuli.