PEER AND TEACHER ASSESSMENT OF ACADEMIC ESSAY WRITING: PROCEDURE AND CORRESPONDENCE

This paper reports on the assessment procedure of students’ academic essays at an undergraduate course in English for Academic Purposes (EAP) a business-oriented university during school year 2020/21. Following social constructivism paradigm (e.g. Vygotsky, 1962), employed peer (PA) and teacher (TA) was aimed improving their essay writing performance. The further degree correspondence between grades awarded by teachers assessors set criteria to investigate potential PA as (a) learning tool (b) supplementary tool. Lower correlation higher difference mean peers some may indicate aspects students are weakest at. results also implicate that certain adjustments need be made future iterations course, particularly with regard training, defining criteria, pairing multiple raters single rater, these changes not only improve benefits can bring, but contribute its validity.