The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

Iraji, Hamid Reza; Enayat, Mostafa Janebi; Momeni, Mahyar

doi:10.17507/tpls.0604.08

Cited by 21 publications

(24 citation statements)

References 24 publications

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“…The concept of assessment in EFL is discussed extensively in international literature. However, methods of assessment in EFL field, especially of alternative assessment, is the major topic explored by researchers from Iran in current study (Baleghizadeh & Masoun, 2014;Khonbi & Sadeghi, 2012;Moradan & Hedayati, 2012;Iraji, Enayat & Momeni, 2016;Soodmand Afshar & Bastami, 2012;Safari &Koosha, 2016 andAzarnoosh, 2013). The methods of assessment found in these studies are: self-assessment, peer assessment, teacher assessment, portfolios, and conferencing.…”

Section: Methods Of Alternative Assessment and Their Effects On Language Skillsmentioning

confidence: 90%

Effects of Alternative Assessment in EFL Classroom: A Systematic Review

Monib¹,

Karimi²,

Nijat³

2020

aijelr

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Alternative assessment has been the focus of many educational researches in EFL classroom. This study was carried out to highlight the definition, characteristics and effects of alternative assessment in EFL context by reviewing current research on assessment. The research consisted of a systematic review of the empirical studies on alternative assessment in EFL classroom. Focusing solely on online search, many studies were found but only (n=24) met the inclusion criteria involving a total of (n=1588) participants. Also, it aimed to scrutinize the methods, participants and findings of the selected studies as well as the locations where they were conducted. The findings indicated that most of the studies (18 out of 24) reported positive effects of employing alternative assessment on language learning skills in EFL classroom. The results also show that the dominant method employed in the articles was quantitative where students were the main focal point involved in the research as their participants. The study is further concluded with a discussion on definition, characteristics and effects of alternative assessment in EFL context.

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Section: Methods Of Alternative Assessment and Their Effects On Language Skillsmentioning

confidence: 90%

Effects of Alternative Assessment in EFL Classroom: A Systematic Review

Monib¹,

Karimi²,

Nijat³

2020

aijelr

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“…In addition, self-assessment has been identified as a key learning strategy for autonomous language learning (Iraji, Enayat, & Momeni, 2016) which allows language learners to monitor their own learning progress. According to the findings of the research, self-and peer assessments was advantageous and forcible in mastering the argumentative writing ability and in writing better compositions.…”

Section: Literature Reviewmentioning

confidence: 99%

Peer and Self-Assessment at Esp Classes: Case Study

Lavrysh¹

2016

Adv Educ

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In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, selfevaluation and peer evaluation. The following paper outlines and evaluates the implementation of peer and self-assessment techniques in higher education, in ESP course at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" as a case study. The rationale of the alternative type assessment systems is examined, and the efficiency of these methods is evaluated and compared by the use of attitudinal questionnaires completed by the participating students and the lecturer's assessments and feedback. The methodology to investigate the effect of peer and self-assessment as a part of the learning process includes literature observation, case study, developing marking criteria, examples of peer and self-assessment strategies and activities in ESP course. Forty quantitative peer and self-assessment studies were subjected to analysis. The study pointed to differences between self and peer assessments. Peer assessment was found to resemble more closely teacher assessments whereas self-assessment demonstrated difference with teacher's marks. One of the most essential conditions for objective and relevant performance of the evaluation was found as well-understood assessment criteria. Hypotheses concerning the greater validity of peer and self-assessments were not supported. We have drawn the conclusions that the application of peer and self-assessment methods improves students' critical thinking skills, involves students into learning and assessment processes, keeps motivation up to study and provides them with a greater ownership of the whole learning and assessment process. Therefore peer and self-assessment techniques could be effectively implemented in the course of ESP at universities. Keywords: peer assessment; self-assessment; ESP course; assessment criteria; summative assessment; formative assessment; critical judgment. IntroductionThe process of teaching is always evolving. Nowadays the university education is transforming from the theoretical and academic into the real-life oriented context. We are witnesses of shifts not only in curricula but in educational approach from the teacher focused performance to the student self-directed learning, from assessment measurement model towards the learner empowerment and assessment for lifelong learning. Universities should provide the education that can match the needs of students and employers. Modern employers' expectations of graduates who ought to be motivated, determined and efficient, impact the direction of the education process. With a view of appropriate development of these characteristics, contemporary educational approaches emphasise collaborative and co-operative learning where modern teachers cannot simply assess knowledge of facts by testing, they have to assess the lear...

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“…Alternative assessment is advocated in the literature as a new paradigm in education and an essential innovation for the measurement and assessment of learners' performance and progress in various educational settings and contexts (Hussein & Tawfik, 2016;Iraji, Enayat, & Momeni, 2016). Alternative assessment methods based on a constructivist approach offer several advantages for learning, such as increasing students responsibility for self-reflection, raising learners' motivation, emphasizing evaluation and discussion skills, and receiving constructive feedback from multiple instructors and peers (Price, Carroll, O'Donovan & Rust, 2011;Kao, 2013;Uto & Ueno, 2016).…”

Section: Literature Review Alternative Web-based Assessmentmentioning

confidence: 99%

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Ismaeel

2020

International Journal of Web-Based Learning and Teaching Technologies

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The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field.

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The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

Cited by 21 publications

References 24 publications

Effects of Alternative Assessment in EFL Classroom: A Systematic Review

Effects of Alternative Assessment in EFL Classroom: A Systematic Review

Peer and Self-Assessment at Esp Classes: Case Study

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

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