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1

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

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Abolfazli Khonbi Z., Sadeghi K.

Studies in Second Language Learning and Teaching

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2013

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vol. 3

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issue 1

87-107

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.

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АЛЬТЕРНАТИВНІ МЕТОДИ ОЦІНЮВАННЯ ІНШОМОВНИХ ЗНАНЬ УЧНІВ У ШКОЛАХ СПОЛУЧЕНОГО КОРОЛІВСТВА ВЕЛИКОЇ БРИТАНІЇ ТА ПІВНІЧНОЇ ІРЛАНДІЇ

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Гриненко Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

384-390

EN

In the article, the issue of the implementation of the alternative assessment methods as one of the ways to assure the verification of the data which coincides with the academic progress of the schoolchildren in the foreign languages studying is considered. In accordance with the research results, which were achieved by the author of the article, the alternative assessment methods that are widely used in the school process, cover the following ones: peer-assessment, self-assessment, taking an active part in games, making portfolios and posters, project work, Pass/Fail exams, “Open Books Exams”, etc. However, due to the large content of the study which must be conducted on all alternative assessment methods, the article deals with self-assessment and peer-assessment only, whereas other alternative assessment methods are the prospects for the further research. The studied problem is more than topical as the positive expertise for the British pedagogues in this area can be used in the homeland comprehensive secondary education institutions. First of all, it includes the increase of schoolchildren’s motivation, independence of their learning, getting them acquainted with the assessment criteria, formation of their own opinion about the learning process, the most effective ways of improving skills and abilities in a foreign language, providing them with an opportunity to analyze the interdependence between the work performed on learning and the gained outcomes. However, both self-assessment and peer-assessment are impossible without assuring certain conditions for it. They primarily comprise the corresponding atmosphere in a classroom as a basis for the effectiveness of the considered alternative assessment methods, understanding the studied material by the pupils, assessment criteria, formation of the pupils’ interview skills, using the most effective assessment tools, presence of the classmates-partners, feedback, and realization of them. In order to get the corresponding scientific results, the author applied to the theoretical as well as the empirical research methods.

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Wpływ oceny koleżeńskiej na lęk przed pisaniem u studentów

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Czura A.

Teraźniejszość – Człowiek – Edukacja

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2016

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vol. 19

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issue 4(76)

97-114

EN

Foreign language anxiety is one of the most important factors that affect communication in a foreign language. The teacher can lessen or eliminate anxiety by introducing appropriate teaching techniques and creating a positive atmosphere in the language classroom. The study mentioned in this article aims to present the results of a quasi-experiment conducted to verify whether implementing peer-assessment in a group of university students would affect their level of writing anxiety. The data were collected by the means of a questionnaire consisting of both closed-ended and open-ended question. The results indicate that peer-assessment contributed to lowering the level of writing anxiety. What is more, the participants of the study expressed positive opinions about the new form of providing feedback to their writing assignments.

PL

Lęk językowy jest jednym z najważniejszych czynników wpływających na umiejętność komunikowania się w języku obcym. Poprzez dobór odpowiednich technik i sposobów nauczania nauczyciel może podjąć próbę wyeliminowania lub obniżenia poczucia lęku. Niniejszy artykuł przedstawia wyniki przeprowadzonego na dwóch grupach studentów quasi-eksperymentu, którego głównym celem było określenie związku między zastosowaniem oceniania koleżeńskiego a poziomem lęku przed pisaniem w języku angielskim. Podstawą pomiaru poziomu lęku przed pisaniem był kwestionariusz składający się z pytań otwartych i zamkniętych. Wyniki badania wykazały, że wprowadzenie oceniania koleżeńskiego na zajęciach przyczyniło się do obniżenia poziomu lęku przed pisaniem. Co więcej, studenci wyrazili pozytywne opinie na temat nowego podejścia do udzielania informacji zwrotnej o swoich pracach pisemnych.

Refine search results

1 Studies in Second Language Learning and Teaching

1 Teraźniejszość – Człowiek – Edukacja

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Abolfazli Khonbi Z.

1 Czura A.

1 Sadeghi K.

1 Гриненко Д.

2 2016

1 2013

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

АЛЬТЕРНАТИВНІ МЕТОДИ ОЦІНЮВАННЯ ІНШОМОВНИХ ЗНАНЬ УЧНІВ У ШКОЛАХ СПОЛУЧЕНОГО КОРОЛІВСТВА ВЕЛИКОЇ БРИТАНІЇ ТА ПІВНІЧНОЇ ІРЛАНДІЇ

Wpływ oceny koleżeńskiej na lęk przed pisaniem u studentów