The Effect of Assessment Type (Self Vs. Peer) on Iranian University EFL Students’ Course Achievement

Reliability Analysis of the Application of a Catalogue of Tutored and Evaluable Activities as a System to Structure the Contents of the So-Called Courses End of Degree or/and Master Project, “Edmp”

“…This result reveals a poor reliability of the evaluation criteria proposed within the level of student self-assessment. This result does not coincide with other levels analyzed where this selfassessment level is often not very reliable (Khonbi & Sadeghi, 2013), (Harris & Brown, 2013) and agrees with previous studies that indicate the limited capacity for students to assess themselves. This feature must be certainly a key factor to take into account in future studies on rubrics.…”

“…With this aim in mind, various levels of evaluation have been perform (Dochy, 2001), (Dochy, 2006). Evaluation University Professor -Student "UP-S", (Lucas Yagüe et al, 2008) Evaluation External Expert -Student "EE-S", (Frances Lawrenz et al, 2012) Peer Evaluation -Student-Student "S-S", (Patri, 2002), (Harris & Brown, 2013) Self-Assessment-"SA", (Brown, 2005), (Khonbi & Sadeghi, 2013), (Barrett, 2007) The multilevel evaluation system generates a probability table composed by all the results achieved during the study period. The grades were obtained over the same set of evaluation criteria, which once organized, were statistically analyzed.…”

The Development of Performance-based Model Authentic Assessment on Archival Subject

“…Self-assessment is one of the ways in which assessment is used to assess yourself [15], while peer assessment asks students to understand each other about the performance and attitude of friends [18]. The assessment criteria used refer to the competencies of the social attitudes on KI2 that has been broken down into indicators of social attitudes based on the implementation of the learning Problem Based Learning and REACT with reference to how large learning and skills can be modified significantly to the level of competence that is more optimal [2,37].…”

“…The assessment criteria used refer to the competencies of the social attitudes on KI2 that has been broken down into indicators of social attitudes based on the implementation of the learning Problem Based Learning and REACT with reference to how large learning and skills can be modified significantly to the level of competence that is more optimal [2,37]. The results of peer assessment, self assesment showed significant results affecting also on the observation of social attitudes by teachers [18].This indicates self-assessment and peer assessment done can increase the liveliness of students in learning because of the attitude of social criteria and be divided into several indicators that reflect the learning that is active. This assessment is used to determine significance level stated in the criteria and dimensions of social attitudes that are designed using the scale range [35].…”

Peer Assessment in Writing: A Critical Review of Previous Studies

“…Athan (2014) concluded that peer reviewers can enrich the learning process in the ESL classroom even if the provided corrections were on the form level, and that both writers and peer reviewers improved; writers improved in terms of learning new vocabulary and expressions whereas peer reviewers improved in terms of enhancing their language knowledge of the topic or topics focused. Other authors such Khonbi and Sadeghi (2013) recommended to place more weight on peer feedback as it may lead to higher levels of course achievement, they based this recommendation on the posttest results of the peer assessment group which outperformed the self-assessment group. Jahin (2012) stated that peer reviewing had a positive impact on developing essay writing ability of the participants.…”