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2013 | 3 | 1 | 87-107
Article title

Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students' attitudes

Content
Title variants
Languages of publication
EN
Abstracts
EN
Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.
Contributors
References
Document Type
Publication order reference
Identifiers
ISSN
2083-5205
YADDA identifier
bwmeta1.element.desklight-bc6301ca-e31c-491e-be19-5badbd237851
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