Staff and peer-group assessment of oral communication skills

Hughes, Ian; Large, B. J.

doi:10.1080/03075079312331382281

Cited by 76 publications

(52 citation statements)

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“…The findings of this study are in line with the findings of other studies which found a positive effect for peerevaluation on the improvement of students' writing performance (Hughes & Large, 1993;freeman, 1995;Dyer, 1996;Brown, 2001). The findings are in also in line with the study of Patri (2002) which found that when assessment criteria are set, peer-assessment can enable students to judge the writing of their peers in manner comparable to their teachers.…”

Section: Discussionsupporting

confidence: 82%

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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Section: Discussionsupporting

confidence: 82%

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

Iraji¹,

Enayat²,

Momeni³

2016

TPLS

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“…Shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby & Russ, 1991). Group work can be used to encourage deeper learning and promote students' autonomy by transferring some of the responsibility for teaching and learning to them (Hughes & Large, 1993;Somervell, 1993).…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning with Application of Screen-based Technology in Physical Education

Luptáková¹,

Antala²

2017

Monten. J. Sports Sci. Med.

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Collaborative learning has been shown to be a useful tool for improving several social skills in students; however, it is very diffi cult to set up the initial conditions that guarantee its eff ectiveness. Since group projects are made for students and, most importantly, by students, we should not forget to take their opinions based on previous experience into consideration, which might increase the effi ciency of their own learning. Th erefore, the aim of the study was to investigate what secondary school students learn from and think about group projects in Physical Education. A total of 94 secondary school students (46 girls and 48 boys) participated in the study carried out in the 2015/2016 school year. Th e participants were given the assignment to create a video exercise, which they were working on in small groups in PE. A questionnaire was designed to investigate students' learning outcomes, participation, evaluation, and attitudes towards the project. Diff erences for selected categorical variables were determined using the Chi-square test. Th e majority of the students reported improvement in selected social skills and better relationships with their teammates. In addition, several signifi cant diff erences in students' opinions with respect to age and gender were found.

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“…This shows that the variability of both groups was equivalent. Hughes and Large (1993) also found this to be the case for PA of oral communications, but as noted by Topping (1998), there are few studies looking at the relative abilities of assessors and assessee. In this study, the marks for PA for all students were signifi cantly higher than for CAA practicals, although in absolute terms this was not of any consequence for this unit.…”

Section: Discussionmentioning

confidence: 99%

Computer-Assisted and Peer Assessment: A Combined Approach to Assessing First Year Laboratory Practical Classes for Large Numbers of Students

Ferguson

Grady

2008

Bioscience Education

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Staff and peer-group assessment of oral communication skills

Cited by 76 publications

References 0 publications

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

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

Collaborative Learning with Application of Screen-based Technology in Physical Education

Computer-Assisted and Peer Assessment: A Combined Approach to Assessing First Year Laboratory Practical Classes for Large Numbers of Students

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