Peer Assessment vs. Teacher Assessment of Iranian EFL Learners Dictation: Gender Groups in Comparison

The purpose of this study was to investigate peer and teacher assessment on the performance of gender groups in terms of dictation. The participants of the study were 24 teenager Iranian male and female students in both experimental and control groups that studying English as a foreign language at Daneshgoustar language institutein Bushehr province. The needed data was collected from the participants while attending level two of teenagers which was 17 sessions. A pretest was administered in order to compare the results of the performance of learners at the beginning of the treatment period. Six chapters of the book must be taught during every semester. Eachchapter contains 10 new words that were taught and practices. After finishing the chapter, a Dicto-Comp of ten new words with their Persian equivalents were held. One of the researchers herself administered the dictation for the control groups. While in experimental groups, students themselves held dictation with the observation of theresearcher. Both experimental and control groups received the same tests. After finishing the period, there was a posttest in order to observe the results of two different types of assessments and students progress. The result was conducted by pair sample t-test that showed self- and peer-assessments can effects on improving the languageability of ESL/EFL learners more than teacher assessments

Keywords:

Dictation , Gender , Peer assessment , Teacher assessment