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All Journal Script Journal: Journal of Linguistic and English Teaching Journal Evaluation in Education (JEE)
Hartati Suryaningsih
University of Mataram
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Predictive Validity of Peer Assessment in Micro-Teaching: Correlation with Teacher Ratings among Indonesian Preservice EFL Teachers Santi Farmasari; Lalu Ali Wardana; La Ode Alfin Haris Munandar; Hartati Suryaningsih
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2113

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.
Predicting Future Identity of English For Young Learner (EYL) Teachers: Investigating How Coursework Shapes Pre-Service Teachers' Identities and Teaching Readiness Santi Farmasari; Lalu Ali Wardana; Baharuddin; Hartati Suryaningsih
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article in Press)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2344

Abstract

Background: Research on English language teacher education has largely emphasized practicum experiences in shaping professional identity and teaching readiness. However, limited attention has been given to how coursework in English for Young Learners (EYL) programs contributes to early identity formation. This gap warrants closer empirical examination Methodology: A total of 121 students enrolled in EYL courses were invited to participate, and 50 of them gave their consent. Data were collected through reflective journals and a Likert-scale questionnaire. Findings: Thematic analysis revealed four recurring themes: evolving teacher identity, teaching readiness, impactful coursework components, and aspirations for future practice. Quantitative findings supported these insights, with a strong correlation found between meaningful coursework experiences and students’ visions for their future classrooms. While many participants felt intellectually prepared, some expressed concerns about emotional readiness, underscoring the need for supportive, hands-on learning environments. Conclusion: The study concludes that coursework has formatively built not only the pre-service teachers’ skills, but also a strong and sustainable sense of who they are and hope to be as future EYL educators. Originality: Grounded in English for Young Learners pedagogy, this study foregrounds coursework as a critical site of early professional identity formation for pre-service EYL teachers. Moving beyond practicum-centered ELT research, it provides mixed-method evidence of how child-centered, play-based, and reflective coursework shapes identity, teaching readiness, and future classroom enactment in an EFL context.
Co-Authors Baharuddin La Ode Alfin Haris Munandar Lalu Ali Wardana Santi Farmasari