Exploring Self-Assessment of Speaking Skill by EFL High School Students

Masruria, Wulida Wahidatul; Anam, Syafi’ul

doi:10.31539/leea.v4i2.2285

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…Darling-Hammond et al, (2020) & Puspitasari (2016 in Syaifuddin (2020) In addition, Römer (2017) defined assessment as a method that helps teachers learn about students' progress in the classroom to achieve their objectives. (Masruria, 2021). Furthermore, the result of an assessment may be a reflection of teachers' success in the classroom (Pit-ten Cate et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Authentic Assessment of Speaking Skill In EFL Class

Maysuroh¹,

Fikni²,

Dwimaulani³

et al. 2023

Journey

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The objectives of this study are to find out and determine the dominant type of authentic assessment used by teachers, the activity of authentic assessment implemented by teachers, the advantages and disadvantages of using authentic assessment in speaking class.This study used qualitative methods which employed interview, observation, and documents to collect the data. Using the purposive sampling technique, three English teachers at MA NW Perian under Yayasan Pondok Pesantren Pendidikan Darul Muttaqien (YP3DM) NWDI Perian were chosen as the participants of the study. The results of this research showed that (1) the dominant type of authentic assessment used in assessing speaking was performance based assessment; (2) the dominant authentic assessment activities used in assessing speaking were discussion, role-play and debate activity; (3) all of the English teachers agreed that using authentic assessment helped their students demonstrate and perform their true abilities without cheating; and (4) the most disadvantages felt by teachers in implementing authentic assessment in speaking class is that it consumes a lot of time because the teacher must complete the assessment everyday in every activity.

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Section: Introductionmentioning

confidence: 99%

Authentic Assessment of Speaking Skill In EFL Class

Maysuroh¹,

Fikni²,

Dwimaulani³

et al. 2023

Journey

View full text Add to dashboard Cite

show abstract

The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

Hammad Al-Rashidi,

Vadivel,

Ramadan Khalil

et al. 2023

Lang Test Asia

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This research was carried out to comparatively study the impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy of Afghan English as a foreign language learners. To accomplish this, 172 learners enrolled at a language institute, through an Oxford Quick Placement Test (OQPT), 120 lower-intermediate learners and 5 higher-intermediate learners were selected. These selected participants were assigned into four groups: portfolio group (N = 30), self-assessment group (N = 30), scaffolded peer assessment group (N = 35), and control group (N = 30). The five higher-intermediate learners were injected into the scaffolded peer assessment group to function as the mediators, hence more participants in the group. After selecting the participants, through a reading-span test developed by Shahnazari (2013), learners’ working memory (WM) span was determined. It was discovered that 16 subjects in the portfolio condition, 14 self-assessment learners, 18 participants in the peer assessment group, and 13 participants in the control condition had high WM, while the rest of the participants had low WM. Thereafter, through validated instructor-made tests, subjects’ reading comprehension, knowledge of targeted lexical items, and grammatical accuracy at baseline were determined. Then, a ten-session treatment began. After the treatment, a follow-up post-test was administered. The results of three two-way between-group MANOVA disclosed that all three experimental conditions outstripped the comparison group on the second occasion and that high WM learners outstripped low WM learners (with a large effect size on reading comprehension test (partial eta squared = .365), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .095), a large effect size on vocabulary post-test (partial eta squared = .465), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .083), a large effect size on grammar test (partial eta squared = .500), and a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .072)). The results further revealed that subjects in the scaffolded peer assessment group outstripped subjects in other experimental conditions, but the difference was non-significant. Additionally, the difference between the portfolio assessment and self-assessment group was not statistically significant. The implications of the study are reported.

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Exploring Self-Assessment of Speaking Skill by EFL High School Students

Cited by 2 publications

References 21 publications

Authentic Assessment of Speaking Skill In EFL Class

Authentic Assessment of Speaking Skill In EFL Class

The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

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