Self-Assessment and Peer-Assessment in an EFL Context

Autor/inn/en	Yamini, Morteza; Tahmasebi, Soheila
Titel	Self-Assessment and Peer-Assessment in an EFL Context
Quelle	In: Advances in Language and Literary Studies, 3 (2012) 1, S.49-58 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Self Evaluation (Individuals); Peer Evaluation; Reading Comprehension; Majors (Students); Translation; Control Groups; Oral Language; Evaluators; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Scores; Task Analysis; Student Evaluation; Evaluation Methods; Correlation; Comparative Analysis; Foreign Countries; College Students; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Aufgabenanalyse; Schulnote; Studentische Bewertung; Korrelation; Ausland; Collegestudent; Statistische Analyse
Abstract	Salient in an EFL teaching context is students' dissatisfaction with their final scores especially in oral courses. This study tried to bridge the gap between students' and teachers' rating system through alternatives to existing measurement methods. Task-based language assessment has stimulated language teachers to question the way through which students' language knowledge is assessed. Three groups of university students majoring in translation participated in this study. Two groups received rater instruction, but the control group did not. The assessed tasks were students' oral productions in Reading Comprehension I. Each oral production was assessed three times: by the speakers, by the peers, and by the teacher. The correlation of self-peer assessments and teacher assessments were estimated. Their performance on oral production of Reading Comprehension II was also analyzed and discussed and eventually compared with that of the control group to check the effects of rater instruction on learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01