Self-assessment in second language testing: a meta-analysis and analysis of experiential factors

Ross, Steven J.

doi:10.1191/026553298666994244

Cited by 201 publications

(202 citation statements)

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“…These findings are all significant since they show the rating behavior of learners as self-and peer-raters is very similar to that of expert raters. This similarity is also in agreement with several other findings and claims in the literature as mentioned before (e.g., Blanche, 1988;Oscarson, 1989;Ross, 1998;Patri, 2002;Brown & Hudson, 2002). The main implications of these findings are that learners' inaccuracy in conducting self-and peer-assessment can be a natural part of every rating process as it is the case for expert raters.…”

Section: Resultssupporting

confidence: 92%

Comparability of Holistic/Analytic Intra-reliability in Student/Teacher Assessment of Writing

Siyyari

2012

Language Testing in Asia

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Bio Data:Masood Siyyari is PhD in TEFL from Allameh Tabataba'I University and a full time faculty member at Science and Research Branch of Islamic Azad University in Tehran, Iran. His main areas of interest are language testing/assessment and second language acquisition. AbstractDespite the many pedagogical benefits of self-/peer-assessment, they are not often practiced in the classroom, due to the fact that most teachers doubt learners' ability to do self-/peer-assessment accurately. Although several factors have been identified to affect self-/peerassessment accuracy, the literature shows the rating accuracy of learners can improve if enough training is provided. Given the abovementioned supporting literature, it was hypothesized that learners, if provided with training and practice, may also have the potential to show behavior similar to that of expert-raters in terms of holistic and analytic intra-reliability. To test this hypothesis, having been trained to do self-/peer-assessment according to their group assignment, 136 English-major students conducted self-/peerassessment of writing performance both holistically and analytically across 11 sessions. After correlating the students and raters' holistic and analytic scores and examining the variations among the correlations, it was found that students have indeed got the potential to show rating behaviors similar to those of expert raters and at times even show higher correlations. This paper closes with some implications these findings can have for theory and practice, and some new lines of research are recommended in the area investigated in this study.

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Section: Resultssupporting

confidence: 92%

Comparability of Holistic/Analytic Intra-reliability in Student/Teacher Assessment of Writing

Siyyari

2012

Language Testing in Asia

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“…Ross (1998) has studied the effect of using formative assessment on foreign language proficiency development through involving eight cohorts of foreign language learners in an eight-year longitudinal study. He found that formative assessment procedures proved very positive effects on language proficiency development.…”

Section: Review Of Literaturementioning

confidence: 99%

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

Iraji¹,

Enayat²,

Momeni³

2016

TPLS

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Abstract-Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self-and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self-and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self-and peer-assessments were used writing assessment. The results of post-test indicated that the use of self-and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students.

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“…These ratings were then averaged to get an overall measure of their language proficiency. Self-ratings were used because previous research has shown that they offer a good correspondence with formal language tests (Blanche & Merino, 1989;Ross, 1998;Marian, Blumenfeld, & Kaushanskaya, 2007), they can be obtained quickly, and they avoid the problem of comparing tests that may vary in the design and level of difficulty of their materials across languages.…”

Section: Participantsmentioning

confidence: 99%

The role of native and non-native grammars in the comprehension of possessive pronouns

Lago¹,

Garcia²,

Felser³

2018

Preprint

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Previous studies have shown that multilingual speakers are influenced by their native (L1) and non-native (L2) grammars when learning a new language. But so far, these studies have mostly used untimed metalinguistic tasks. Here we examine whether multilinguals’ prior grammars also affect their sensitivity to morphosyntactic constraints during processing. We use speeded judgments and self-paced reading tasks to examine the comprehension of German possessive pronouns. To investigate whether native and non-native grammars differentially affect participants' performance, we compare two groups of non-native German speakers with inverse L1-L2 distributions: a group with L1 SPANISH-L2 ENGLISH, and a group with L1 ENGLISH-L2 SPANISH. We show that the reading profiles of both groups are modulated by their L1 grammar, with L2 proficiency selectively affecting participants' judgment accuracy but not their reading times. We propose that reading comprehension is mainly influenced by multilinguals’ native grammar, but that knowledge of an L2 grammar can further increase sensitivity to morphosyntactic violations in an additional language.

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Self-assessment in second language testing: a meta-analysis and analysis of experiential factors

Cited by 201 publications

References 0 publications

Comparability of Holistic/Analytic Intra-reliability in Student/Teacher Assessment of Writing

Comparability of Holistic/Analytic Intra-reliability in Student/Teacher Assessment of Writing

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

The role of native and non-native grammars in the comprehension of possessive pronouns

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