Group peer assessment of oral English performance in a Taiwanese elementary school

Hung, Yu-ju

doi:10.1016/j.stueduc.2018.02.001

Cited by 21 publications

(19 citation statements)

References 47 publications

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“…They feel like a teacher. They feel confident…" The findings are similar with the views of Hung (2018) who asserts that scoring others, which empowered students as "little teachers" in classrooms in which teachers maintain sole authority, gave the students enjoyment and eventually led them to gain confidence in their ability to assess the work of their peers.…”

Section: Peer Assessment As An Intrapersonal Processsupporting

confidence: 77%

“…Constructive feedback is a key element in the successful implementation of assessment for learning (Kollar & Fischer, 2010). Hence, it is essential for teachers to model appropriate comments to be given in peer assessment and to assist students in learning how they should give and take comments in an appropriate and positive manner (Hung, 2018).…”

Section: Implementation Stagementioning

confidence: 99%

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Peer Assessment Experiences in the Lower Primary ESL Classrooms in: Teachers' Perspectives

Ma'arop¹,

Samad²

2020

ujer

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Peer assessment is increasingly being emphasized as part of formative assessment due to its rich nature in developing independent and autonomous learners. However, in Malaysia, the practice of peer assessment is still limited. While past studies have indicated that conceptions predict classroom practices, and studying teachers' conception on peer assessment are important especially now that the transformation of assessment practice is a major item in the national educational agenda. Hence, this study aims to explore peer assessment experiences in the lower primary ESL classroom among teachers in the state of Selangor. The study adopted the qualitative research method, with three primary ESL teachers who were purposefully selected as the participants of the study. Data were collected through in-depth interviews and were analyzed for emerging themes. The findings revealed that participating teachers in this study viewed peer assessment as an interpersonal, intrapersonal and active, cognitive process. In implementing peer assessment, teachers generally engaged in several processes before and while implementing the activity. In the planning stage, the teachers decided on the activity and strategy, presented success criteria and specified feedback forms to be used by the students and while during the activity, teacher oriented the task clearly and facilitated the process through monitoring. This study contributed to a better understanding of teachers' perspectives on implementing peer assessment in the lower primary ESL classrooms in Malaysia.

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Section: Peer Assessment As An Intrapersonal Processsupporting

confidence: 77%

Section: Implementation Stagementioning

confidence: 99%

Peer Assessment Experiences in the Lower Primary ESL Classrooms in: Teachers' Perspectives

Ma'arop¹,

Samad²

2020

ujer

View full text Add to dashboard Cite

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“…According to Vongpumivitch (2012), the education system in Asian countries tend to prioritise exam-oriented learning. The dependence on summative and standardised tests is not only applicable in classroom teaching but also for gatekeeping purposes and critical admissions decisions (Hung, 2018). Lan & Fan (2019) also added that summative assessment has always been something to refer to and have an enormous consequential social effect for high-stakes decision such as grade promotion, acceptance to post-secondary studies and eligibility for scholarships.…”

Section: Teachers' Challenges On Classroom-based Assessment For Oral mentioning

confidence: 99%

“…The outgrowing concern on English oral competencies' advantages has led to changes in educational system. This statement is evident in the East Asian countries where they have shifted their priority to oral interaction and sociocultural competence over writing skills and traditional grammar-based approaches in order to cultivate learners' authentic English communication skills (Hung, 2018;Butler, 2011;Knapp, Seidlhofer, & Widdowson, 2009) including Malaysia. One of the major changes made by the Malaysian government is the Malaysian Education Blueprint 2013 -2025 listed under the Eleven Shifts in Education Transformation (Shift 2) which is to ensure every child is proficient in Bahasa Malaysia and English language and is encouraged to learn an additional language (Ministry of Education Malaysia, 2012).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review

Norhasim¹,

Mohamad²

2020

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Oral proficiency is one of the most fundamental skills yet challenging to acquire. Although numerous initiatives and measures have been taken by the Malaysian education authorities in moving towards the cultivation of learners' authentic English communication competency including the implementation of the new classroom-based language assessment through communicative language teaching, Malaysian students still struggle in obtaining the minimum requirement for speaking skill in the established language proficiency tests. In accordance to that, this paper provides a literature review on 1) the challenges faced by teachers related to classroom-based assessment for oral proficiency and 2) past studies on language assessment literacy among Malaysian ESL teachers. Some of the challenges may due to the dependency on summative and standardised tests, difficulties in assessing oral proficiency, ineffective courses and trainings on formative language assessment and the low level of language assessment literacy on formative language assessment among Malaysian ESL teachers. By understanding the limitations encountered by the Malaysian ESL teachers in assessing oral proficiency, education authorities as well as educators may work together in finding the solution.

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“…3Writing; massive multiplayer online role-playing game (Suh et al, 2010), Curriculum (Kasapo, 2010), Genre-based approach (Oliveira & Lan, 2014), and Situated Language learning (Hwang, Chen, Shadiev, Huang, & Chen, 2014). (4) Speaking; Website (Tsou, Wang, & Tzeng, 2006) and Peer Assessment (Hung, 2018). (5) Listening; massive multiplayer online role-playing game (Suh et al, 2010) and Children Literature (Gulec & Durmus, 2015).…”

Section: Interventionsmentioning

confidence: 99%

Multimedia-Based English Language Learning Interventions Programs For Elementary Grades

2020

JXAT

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The immense importance of learning English as an essential skill in modern life has led many researchers to try to find more successful approaches to intervention. Multimedia and technology have been widely used to support and improve English language learning. This analytical review purposes at providing a comprehensive overview of existing research on multimediabased or multimedia-assisted English language approach for elementary grades, as well as evaluating various aspects of these studies between 2009 and 2019. After extensive research, 31 publications have met the criteria for inclusion. The studies are classified into five reading, writing, speaking, listening and vocabulary categories. It is found that speaking and listening interventions, as well as the use of smartphones, tablet, and other non-computer devices, are ignored in a massive way. This paper provides a comprehensive and thorough overview of the current state of the art in English language approaches to researchers and solution developers. In addition, it discusses the existing gaps in knowledge and establishes avenues for future research to establish successful English language programs.

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Group peer assessment of oral English performance in a Taiwanese elementary school

Cited by 21 publications

References 47 publications

Peer Assessment Experiences in the Lower Primary ESL Classrooms in: Teachers' Perspectives

Peer Assessment Experiences in the Lower Primary ESL Classrooms in: Teachers' Perspectives

Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review

Multimedia-Based English Language Learning Interventions Programs For Elementary Grades

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