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Self-, Peer-, and Teacher-Assessments in Writing Improvement: A Study of Complexity, Accuracy, and Fluency | ||
| Journal of Research in Applied Linguistics | ||
| مقاله 8، دوره 5، شماره 2، بهمن 2014، صفحه 128-148 اصل مقاله (220.64 K) | ||
| نوع مقاله: Research Article | ||
| نویسندگان | ||
| Hassan Soleimani؛ Mahboubeh Rahmanian* | ||
| Payame Noor University | ||
| چکیده | ||
| Alternative assessment approaches and, among them, self-assessment and peer-assessment are becoming increasingly important in educational contexts. Designed to compare self-assessment, peer-assessment, and teacher-assessment, this study included 90 EFL students from 3 intact classes divided into 3 groups: self-assessment, peer-assessment, and teacher-assessment. After taking the TOEFL Proficiency Test (2004) and a writing pretest asking the participants to write a 150-word paragraph, the participants were trained upon the writing complexity, accuracy, and fluency (CAF) scale of Wolfe-Quintero et al. (1998). Before sitting the 2 posttests requiring the participants to write a 150-word paragraph, the self-assessment and peer-assessment groups assessed their own and peers’ writings, respectively, whereas the third group had their teacher assess their writings. Results of one-way ANOVA demonstrated that teacher-assessment was not as effective as self-assessment and peer-assessment in terms of enhancing their writing proficiency. Results have important implications for educational organizations and curriculum designers who look for the most appropriate methods of teaching and testing. | ||
| کلیدواژهها | ||
| Self-Assessment؛ Peer-Assessment؛ Teacher-Assessment؛ Complexity, Accuracy, Fluency (CAF)؛ Writing Performance | ||
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آمار تعداد مشاهده مقاله: 2,089 تعداد دریافت فایل اصل مقاله: 2,516 |
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