Autoevaluación y Evaluación Docente en una Clase de Escritura de Inglés como Lengua Extranjera

Abstract

The present study investigated how fifteen Iranian EFL learners developed the ability to self-assess their writings through having access to the rater's scores. The participants were supervised for four weeks as they went through their first experience in self-assessment. They were provided with a detailed evaluation sheet for assessing their work, and after each self-evaluation they were able to have access to the teacher-assigned scores. The results indicated a high correlation between self-assessment and teacher-assessment. It was revealed that students' self-assessment throughout the study turned out to be highly correlated with the teacher-assessment. It was also shown that the learners assessed different components of their writing in a manner comparable to that of the teacher. The findings confirmed that self-assessment could not only be viewed as a useful tool for evaluating learners' performance but also be regarded as an efficient instrument for developing their writing skill.Keywords: self-assessment, teacher assessment, writing ResumenEste estudio investigó cómo 15 estudiantes iraníes de inglés como lengua extranjera desarrollaron la capacidad de evaluar sus escritos al tener acceso a las puntuaciones de los evaluadores. Los participantes fueron supervisados durante cuatro semanas al ser su primera experiencia en el proceso de autoevaluación. Se proporcionó una hoja de evaluación detallada a cada estudiante para que evaluara su trabajo y después de cada autoevaluación, los estudiantes pudieron tener acceso a las puntuaciones globales asignadas por el profesor. Los resultados indicaron una alta correlación entre la autoevaluación y la evaluación del profesor. Esto reveló que la autoevaluación de los estudiantes durante todo 1 Received: October 4, 2013 / Accepted: April 18, 2014 2 sasanbaleghizadeh@yahoo.com, t.hajizade@yahoo.com Gist Education and LEarninG rEsEarch JournaL. issn 1692-5777. no. 8, (January -JunE) 2014 No. 8 (January -June 2014) 100 el estudio resultó estar altamente correlacionado con la evaluación docente. También se demostró que los estudiantes evaluaron diferentes componentes de su escritura de una manera comparable a la realizada por el profesor. Los resultados confirmaron que la autoevaluación podría no sólo ser vista como una herramienta útil para evaluar el rendimiento de los estudiantes sino también podría ser considerada como un instrumento eficaz para desarrollar sus destrezas de escritura.Palabras clave: autoevaluación, evaluación de la actividad docente, escritura ResumoEste estudo pesquisou como 15 estudantes iranianos de inglês como língua estrangeira e desenvolveram a capacidade de avaliar seus escritos ao ter acesso às pontuações dos avaliadores. Os participantes foram supervisados durante quatro semanas ao ser sua primeira experiência no processo de autoavaliação. Foi proporcionada uma folha de avaliação detalhada a cada estudante para que avaliasse seu trabalho e depois de cada autoavaliação, os estudantes puderam ter acesso às pontuações globais designadas p...

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

“…Numerous comprehensive investigations have been undertaken in various educational settings, delving deep into the intricate realms of teacher assessment, student selfassessment, and their profound impact on writing achievement. One such noteworthy exploration by Baleghizadeh and Hajizadeh (2014) unveiled compelling evidence that substantiated a remarkable correlation between the assessments conducted by teachers and those conducted by students themselves. In the process, it became abundantly clear that self-assessment transcended its role as a mere evaluative tool and emerged as a dynamic instrument fostering the nurturing of writing skills among learners, thus catalyzing their academic growth.…”