Mostafa Tajgozari - Shiraz University

The present study investigated the effect of teacher-, peer-, and self-assessment on writing performance of Iranian intermediate high school learners. To carry out the research, 69 high school students with the same level ofproficiency- intermediate, from three schools in Darab, Iran were selected out of 111 high school students who took astandardized English proficiency test, Nelson proficiency test. Then, they were randomly divided into one control group whose writings were corrected by the teacher and two experimental groups which received peer-assessment and selfassessment on their writings. Each group had 23 students. Before the treatment, they were given a pretest in the form of a composition. The topic was characteristics of a good student. During the treatment, participants in all the threegroups wrote ten writing samples on different topics for ten class sessions and received teacher-, peer-, and selfassessmentbased on their groups. Finally, all the groups were asked to write about the same topic, characteristics of agood student, as posttest. Then, data were analyzed using mixed between-within subjects’ analysis of variance. Results indicated that teacher-, peer-, and self-assessment had no significant effect on participants’ scores during the treatment. Also, the main effect comparing the three types of assessment altogether was not significant, suggesting no difference in the effectiveness of the three assessment approaches. Moreover, the study has insights and implications for teachers.

Teacher assessment, Peer assessment, Self-assessment, Writing performance