Teaching with Group Work, Peer and Self Assessment

Frankland, Steve; Cho, Pauline; James, Nicola; Miles, Michael V.; Ricketts, Chris; Burton, Cheryl; Hoskins, Sherria; Jacobs, Carolyne; MacKenzie, Heather

doi:10.1007/978-1-4020-6226-1_5

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…In fact, it involves students in their own activities. Second, he emphasizes that self-assessment promotes students' independency, and self-confidence improves their language teaching (Frankland et al, 2007). Third, self-assessment allows students to assess their own performance during their lessons (Larsari & Wildova, 2022).…”

Section: Advantages Of Self-assessmentmentioning

confidence: 99%

An Investigation into the Effect of Self-assessment on Improving EFL Learners' Motivation in EFL Grammar Achievements

Larsari

Dhuli

Koolai

2023

Jour, Eng, Fore, Lang, Teach, Reser

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In recent years, there has been an increasing focus on the role of the student in the learning process and boosting motivation for English as Foreign Language (EFL) learners. Motivation is widely considered to be a key aspect of being a successful learner. Moreover, there is a general consensus in the literature that motivation is one of the key learner characteristics. This present study aims to examine the impact of self-assessment as an alternative form of assessment on enhancing motivation and EFL learners' grammar achievements. To this end, the students in the experimental and control groups were all exposed to the same content and instructional method and had the same instructor. There was only one difference. The students in the experimental group self-assessed themselves, while the students in the control group were assessed by their instructor. The design of methodology is quasi-experimental design. The results revealed that self-assessment has a strong role in promoting the learners' motivation in EFL grammar achievements. The results have provided further evidence confirming that self-assessment as an alternative form of assessment is a useful for accounting for students' performance and learning. The present study has shed light on how self-assessment was found to affect learners' achievements and motivation in class. The issue of English grammar instruction in EFL classroom is intriguing and could have some recommendations for future research. As discussed in methodology, the method applied for control group was the conventional method, while a further study could present teaching grammar through other methods.

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Section: Advantages Of Self-assessmentmentioning

confidence: 99%

An Investigation into the Effect of Self-assessment on Improving EFL Learners' Motivation in EFL Grammar Achievements

Larsari

Dhuli

Koolai

2023

Jour, Eng, Fore, Lang, Teach, Reser

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“…As regards peers' assessment, peer-assessment -understood as "an arrangement in which individuals consider the amount, level, value, worth and quality of success of the products or outcomes of learning of peers of similar status" (Topping, 1998: 250) -relies heavily on the judgement and objectivity of the students involved, which makes it necessary to implement it thoughtfully and cautiously (Frankland, 2007). Recent research on peer-assessment has been focused on its validity, which, in this author's view, is determined (as any other kind of assessment) by objectivity, coherence, consistency, systematicity, confidence, comfort and critical capacity.…”

Section: Assessment Roles and Proceduresmentioning

confidence: 99%

The Self, the Peer and the Teacher in the EFL Pronunciation Class: A Comparative Study on Assessment, Perceptions and Systematicity

Marzá

2017

Int. J. Appl. Linguist. Engl. Lit.

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This pilot study is aimed at describing, analysing and comparing self, peer and teacher quantitative and qualitative assessment (and consequently also perceptions and degree of systematicity when assessing) in the English as a Foreign Language (EFL) pronunciation class in tertiary education. Accordingly, the main objectives of this study have been to measure, rank and compare the harshness or leniency of the three different types of raters involved and their consistency/ systematicity when in this role, as well as to measure the levels of coincidence and/or discrepancy when evaluating from different roles and depending on quantitative or qualitative considerations. The method used for the analysis involves the quantitative and qualitative analyses of the scores obtained in a triple-role assessment task carried out by 16 students and a teacher. The calculation of various statistical measures, the triangulation of the data obtained and the Many-Facet Rasch Measurement analysis of the results have completed the study and constitute the departure point for further larger studies. From the results obtained, it can be highlighted that quantitatively, the self and the teacher's perceptions seem to be the ones that are more distant or different, whereas the self and the peer's tend to be the most similar. In the same way, qualitative assessments seem to be more lenient, that is to say, slightly higher in mean score and have a lower coefficient of variation than quantitative ones in the three groups analysed. Consistency/systematicity is relatively high but it is still an aspect to be improved on the part of most raters.

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Omani Science Teachers Use of Cooperative Work in Basic Education Schools

Al-Shuaili

2011

PEC

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The aim of this study is to explore the use of cooperative work by science teachers. Quasi-experimental research design was used. This study was carried out in academic year of 2010-2011 at Basic Education schools in Oman. The sample consisted of 25, male (N=12) and female (N=13) science teachers working in 5 Basic Education schools. A 4-point of 39 statement scale observation checklist was developed to find out the extent to which teachers were applying collaborative work effectively. Findings reveal that teachers either followed the traditional seating arrangements, or just placing students in groups without any cooperative learning strategies. Findings also indicated no statistically significant difference due to the teacher’s gender in the way collaborative work is applied in co-schools.

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Teaching with Group Work, Peer and Self Assessment

Cited by 3 publications

References 9 publications

An Investigation into the Effect of Self-assessment on Improving EFL Learners' Motivation in EFL Grammar Achievements

An Investigation into the Effect of Self-assessment on Improving EFL Learners' Motivation in EFL Grammar Achievements

The Self, the Peer and the Teacher in the EFL Pronunciation Class: A Comparative Study on Assessment, Perceptions and Systematicity

Omani Science Teachers Use of Cooperative Work in Basic Education Schools

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