Oleh : Nunung Nurjati, S1 – Pendidikan Bahasa Inggris (


In today’s globalization era, [CT (Information and Communication Technology) has been introduced to enhance teaching and learning in language classroom. Technology and the wider world web are challenged to boost student’s four skills of English as second language. In the implementation of ICT in language teaching, assessment is needed. The use of Peer Assessment (PA) to evaluate the online language teaching is now becoming familiar among online teachers/instructors. However, the validity of such kind of test is still questionable. This paper aims at reviewing peer assessment conducted by the students who take online lessons. The design of the study is qualitative-based because the researchers wanted to know how the validity of peer assessment on ICT learning online. Henning (1987) says that validity of assessment can be measured non-empirically in which the instrument used was the assessment rubric as a guide. The material in this rubric was divided into 3 parts namely: 1) assessment components that serve as a guide in the assessment of tasks (related to the material), 2) evaluation of online peer-assessment, 3) the feedback given by the assessors in the group have been evaluated before the rubric distributed manually or online, the researchers perform validation instrument. Validation instrument through two processes, namely: validation of media and content validation involving validators who were expert in media and ICT learning in particular, each expert consisted of two persons. In this study researchers ask their students who are programming ICT subject with the number of 168 students. From the rubrics assessed by the students and the validators; lecturers and the experts of multi-media, the result indicates that there is no significant different found from the pattern of the assessment by the students and the validators. It means that the peer assessment done by the students on ICT teaching online is valid.