Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students’ attitudes
| Autor: | Zainab Abolfazli Khonbi, Karim Sadeghi |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: | |
| Zdroj: | Studies in Second Language Learning and Teaching, Vol 3, Iss 1, Pp 87-107 (2013) |
| Druh dokumentu: | article |
| ISSN: | 2083-5205 2084-1965 |
| DOI: | 10.14746/ssllt.2013.3.1.5 |
| Popis: | 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. |
| Databáze: | Directory of Open Access Journals |
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