The Compatibility of L2 Learners' Assessment of Self‐ and Peer Revisions of Writing With Teachers' Assessment

Alternative Assessment: Exploring the Effectiveness of Self-Assessment Practice among Engineering Students

“…Almost all of them under-rated their capability in all the three journal entries in determining the factor which categorized them as inaccurate assessors. The result follows previous self-assessment study (Suzuki 2009). The findings of this study were that students tend to underestimate text changes during self-assessment but awarded slightly higher grades during peer-assessment.…”

“…For this reason, these students are categorized as inaccurate assessors. This is supported by previous study on self-assessment done by Suzuki (2009) which also found students who prone to underestimate themselves during self-assessment practice but not during peer-assessment. Another study which are in agreement with this present study is by Lim (2007) involving Brazilians and Korean students who were also asked to selfassess their own writing turned out to have similar results since the students under-value their own work.…”

“…Next is to group the written assignments into three categories, namely: overrated, accurately rated and underrated. These terms were used extensively across various studies on self-assessment (Boud & Falchiko 1989;Gentle 1994;Suzuki 2009;Nakai & Usui 2012;Hoskins et al 2012). Accurately rated refers to assignments which are awarded the same exact marks by the first and second assessors, or the one within two points from one another.…”

The Combination of Peer and Self-directed Feedback on Writing Achievement of Low Proficiency EFL Students

“…The other study as in [9] found that self-directed feedback method showed to be significantly more effective than teacher-correction method and personality type had no significant effect on learners' progress in writing. The last previous study as in [24] showed that the peer and self revision in writing is different in quality. It was found that peer revision could be implemented for the improvement on content aspect while self revision is for language form.…”

“…Reference [24] brought some insight that there are possibilities in which students benefit on all or certain writing aspects only. Reference [23], for instance, pointed out that feedback gives significant results on all writing aspects namely content, organization, vocabulary, grammar, and mechanics.…”