The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance

Birjandi, Parviz; Tamjid, Nasrin Hadidi

doi:10.1080/02602938.2010.549204

Cited by 101 publications

(88 citation statements)

References 32 publications

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“…Nevertheless, though benefits of student assessments were recognized, they could not replace teacher assessment. The appropriate combination of PA, SA, and teacher assessment had the best impact on student learning of assessment as well as target skills (Birjandi & Tamjid, 2012;Murakami, Valvona, & Broudy, 2012).…”

Section: Combination Of Pa and Samentioning

confidence: 99%

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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As the traditional grammar translation approach is being gradually replaced by communicative or task-based approaches, paper-and-pencil tests, commonly used in English classes in Taiwan, do not meet the course goals. Alternative assessment, known for increasing learners' cognitive and meta-cognitive development as well as empowering students to take ownership of their learning, has been practiced extensively in L1 higher education, but neglected in L2 elementary schools. Thus, the purpose of this study is to investigate how peer and self-assessment can be implemented to evaluate young EFL learners' oral presentation and how the students perceive this experience. The study was conducted in two sixth grade classes at a public elementary school in southern Taiwan. After attending a professional development workshop held by the government, a local English teacher practiced peer and self-assessment in her class so as to engage every student in class activities and also to provide an opportunity for them to reflect upon their performance. In the process, the students formed groups of six to discuss and give grades after each individual student's oral report. Three types of data sources were analyzed. The first was the evaluation rubrics from peer groups, each presenting students, and the teacher. Then, a survey, containing 16 closed-format questions and one open-ended question, was administered to elicit the students' perceptions of the assessment process. Also, an interview was done with the teacher. The results show that peer and teacher assessment had strong positive correlation, whereas self-and teacher assessment were moderately correlated. The strength of correlation also varied for each evaluation criterion. Though learners responded positively to the assessing experiences in the questionnaires, they expressed concern that some grades assigned by peers were not fair and a few group members dominated the grading process. The findings shed light on benefits of combining peer and self-assessment and suggest training should emphasize self-assessment, evaluation criteria related to content of the presentation, and students' social skills to work harmoniously in groups. Most of all, students' traditional way of learning should not be neglected.

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Section: Combination Of Pa and Samentioning

confidence: 99%

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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“…A paradigm shift has occurred with assessment expectations for Amharic language students at Higher Education level (Tamjid and Birjandi, 2012;Wubshet and Menuta, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Instead of being grammar-centered, teachers will need to design effective assessments with a communicative focus while continuing to cover essential grammatical concepts and typical vocabulary. Possible assessment types that would facilitate this change include dynamic assessment (Popham, 2003;Beaten et al, 2008;Oscarson, 2009), task-based assessment, and formative assessment using peer-and self-evaluations (Fulture and Davidson, 2007;Tamjid and Birjandi, 2012;Forutan, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Fulture and Davidson (2007) and Popham (2003) explained that traditional assessment, which typically required students to recall and process contextual data, had to be modified to include assessments with closed answer tasks. Tamjid and Birjandi (2012) supposed that teachers needed to move away from traditional, oneanswer assessments toward performance-based assessments in which the students' personal accountability was raised. All these research groups posited that best practices included designing some form of alternative assessment in the Language Writing context.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the practices of assessment methods in Amharic language writing skill context: The case of selected higher education in Ethiopia

Tesfay¹

2017

Educ. Res. Rev.

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This study aims to investigate Ethiopian higher education Amharic language writing skills instructors' practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study, document analysis such as course outlines and assessment papers, 10 Ethiopian Amharic language writing skill instructors, and teaching at higher education were cross-examined. Since the study employs a mixed-method design, the researcher profited from both document analysis and interviews. The document analysis and interview data were analyzed thematically, discussed thoroughly and then interpreted. The results indicated that the majority of Ethiopian Higher Education Amharic Language writing skill courses instructors is implemented as 95% traditional assessment and 5% alternative assessment methods. Application of the assessment methods and activities was encouraged based on the curriculum. They rarely apply Alternative assessments in their writing courses. Further investigations revealed that the instructors were not fascinated by the implementations of alternative assessment in their writing courses.

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“…For example, Taras (2003) revealed that the implementation of selfassessment accompanied by teacher-assessment is found useful by students when they are identifying both their strengths and weaknesses in writing. In the context of Taiwanese students, Birjandi and Hadidi Tamjid (2012) found that the participants perceived maximum writing improvement when they incorporated self-, peer-, and teacher-assessment in their tasks. However, Chen (2008) argued that the practice of self-assessment independently may bring about writing improvement if students are fully trained prior to the revision process.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners

Suherman

2019

Metathesis.J.Engl.Lang.Lit.Teach.

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This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students' text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students' perception of these assessments. The research methods used were students' text revision and semistructure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacherassessment, as opposed to under half of them favoured peerassessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students' writing performance, and to inform EFL teachers with some suggestions to explore students' perceptions regarding the three assessments to help facilitate quality-enhancing text revisions.

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The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance

Cited by 101 publications

References 32 publications

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Investigating the practices of assessment methods in Amharic language writing skill context: The case of selected higher education in Ethiopia

The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners

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