چکیده:
Alternative assessment approaches and, among them, self-assessment and peer-assessment are becoming increasingly important in educational contexts. Designed to compare self-assessment, peer-assessment, and teacher-assessment, this study included 90 EFL students from 3 intact classes divided into 3 groups: self-assessment, peer-assessment, and teacher-assessment. After taking the TOEFL Proficiency Test (2004) and a writing pretest asking the participants to write a 150-word paragraph, the participants were trained upon the writing complexity, accuracy, and fluency (CAF) scale of Wolfe-Quintero et al. (1998). Before sitting the 2 posttests requiring the participants to write a 150-word paragraph, the self-assessment and peer-assessment groups assessed their own and peers’ writings, respectively, whereas the third group had their teacher assess their writings. Results of one-way ANOVA demonstrated that teacher-assessment was not as effective as self-assessment and peer-assessment in terms of enhancing their writing proficiency. Results have important implications for educational organizations and curriculum designers who look for the most appropriate methods of teaching and testing.
خلاصه ماشینی:
Self-, Peer-, and Teacher-Assessments in Writing Improvement: A Study of Complexity, Accuracy, and Fluency Hassan Soleimani¹ & Mahboubeh Rahmanian² ¹Payame Noor University, arshia.
After taking the TOEFL Proficiency Test (2004) and a writing pretest asking the participants to write a 150- word paragraph, the participants were trained upon the writing complexity, accuracy, and fluency (CAF) scale of Wolfe-Quintero et al.
Self-assessment and peer-assessment as two demonstrations of alternative assessment (Sambell, McDowell, & Sambell, 2006) are claimed to be the basic asset to independent learning (Oscarson, 1989) because they can help the participants to observe their own development metacognitively.
This study is determined to investigate whether these different approaches to assessment enjoy priority over one another in writing skill in terms of complexity, accuracy, and fluency (CAF).
g. , Cheng & Warren, 2005; Saito &Fujita, 2004) regarding the positive effect of training on measurement scales on increasing the reliability of self-assessment and peer-assessment, Jafarpur and Yamini (1995), in a study on 30 adult university students, reached different conclusions, finding no development in self-assessment in the presence of beforehand training.
H04: Self-assessment, peer-assessment, and teacher-assessment in writing tasks have no statistically significant difference in improving the CAF of writing performance of Iranian EFL students.
The data were quite revealing that the first null hypothesis was rejected because a statistically significant difference was found between the mean scores of paragraph writings at three points of time indicating that the CAF writing scale can be developed if the participants assess their own writings.