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

• Authors: Zainab Abolfazli Khonbi , Karim Sadeghi
• 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.

Keywords

EN

course achievement; peer-assessment; self-assessment; teacher-assessment; student attitudes

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2013
• Volume: 3
• Issue: 1
• Pages: 87-107

Dates

published

2013-10-01

Contributors

author

Zainab Abolfazli Khonbi

• Urmia University

author

Karim Sadeghi

• Urmia University

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Identifiers

DOI

10.14746/ssllt.2013.3.1.5