Presentation Implementing Real-time, Rubric-based Peer Assessment in EFL Presentation Courses: Evidence on Alignment, Comment Quality, and Perceptions more

Peer assessment can improve learners’ performance (Double et al., 2020), yet its impact may be reduced when feedback is delayed (Shute, 2008) and peer comments vary in quality (Topping, 1998). This paper reports a PhD pilot of a low-cost workflow that collects rubric-based peer feedback during academic presentations and provides an immediate consolidated report. In two university EFL presentation courses in Japan, students (N=89) used Google Forms/Sheets to rate peers on an analytic rubric and add comments; the instructor completed the same rubric as a benchmark. Data include peer and teacher scores, peer comment texts, and a post-task questionnaire. Analyses examine peer–teacher alignment by criterion, comment specificity/usefulness, and student perceptions of usability and fairness. Results show high participation and rapid feedback delivery. Peer scores were generally lenient, with the largest gaps on language accuracy and delivery, and closer alignment with the teacher’s ratings was associated with more specific, actionable suggestions. The presenter will also outline future research directions integrating GenAI support as a Trainer (to develop higher-quality, criterion-referenced feedback) and a Synthesizer (to consolidate peer inputs into actionable reports) (Zhan et al., 2025). The session will benefit language teachers and CALL researchers seeking scalable speaking assessment and peer feedback practices.