THE ROLE OF PEER FEEDBACK IN ASSESSING PHONOLOGICAL COMPETENCE IN HIGH SCHOOL LEARNERS

Phonological competence, an integral component of linguistic proficiency, refers to recognizing and producing sounds accurately within a language. For high school learners, assessing phonological competence can pose challenges as traditional teacher-centered assessments may not fully engage students or provide sufficient opportunities for active learning. Peer feedback, a collaborative assessment approach, offers an alternative that emphasizes student involvement, constructive criticism, and reflective learning. This paper explores the role of peer feedback in assessing phonological competence, its benefits, and challenges in high school settings. Drawing on relevant pedagogical theories and empirical studies, this article argues that peer feedback fosters autonomy, enhances phonological awareness, and improves learning outcomes.