Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students’ attitudes
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Date
2013-03
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Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
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Abstract
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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Keywords
teacher assessment, course achievement, peer-assessment, self-assessment, student attitudes
Citation
Studies in Second Language Learning and Teaching, 2013, vol. 3, no. 1, pp. 87-107