On the Effects of Self, Peer, and Teacher Assessments on Iranian EFL Learners’ Goal-orientation

The present study was conducted to investigate the effects of self, peer, and teacher assessment on EFL learners ‘goal-orientation. The participants were 94 male and female Iranian EFL learners at IT English language institute in Qazvin. The instruments included a 55-item Preliminary English Test (PET), the Persian translation of a 18-item goal-orientation. The participants were divided into three groups, each group receiving one of the treatment conditions (self, peer, and teacher assessment). They were also given the questionnaire twice, once before the treatment and once after it. The collected data were analyzed using ANCOVA procedure. The results of the study showed significant differences among the effects of types of assessment on goal-orientation. However, self-assessment turned out to be more effective than both peer and teacher-assessment on goal-orientation. Meanwhile, the difference between peer and teacher-assessment in goalorientation was not statistically significant. The findings of this study may have theoretical and pedagogical implications for learners, teachers and syllabus designers.

Keywords:

self , peer , and teacher assessment , goal-orientation