Self-, Peer-, and Teacher-Assessments in Writing Improvement: A Study of Complexity, Accuracy, and Fluency
Publish place: Journal of Research in Applied Linguistics، Vol: 5، Issue: 2
Publish Year: 1393
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_RALS-5-2_008
تاریخ نمایه سازی: 17 اردیبهشت 1403
Abstract:
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 ۹۰ EFL students from ۳ intact classes divided into ۳ groups: self-assessment, peer-assessment, and teacher-assessment. After taking the TOEFL Proficiency Test (۲۰۰۴) and a writing pretest asking the participants to write a ۱۵۰-word paragraph, the participants were trained upon the writing complexity, accuracy, and fluency (CAF) scale of Wolfe-Quintero et al. (۱۹۹۸). Before sitting the ۲ posttests requiring the participants to write a ۱۵۰-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.
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Authors
Hassan Soleimani
Payame Noor University
Mahboubeh Rahmanian
Payame Noor University