The Relationship between the Accuracy of Self- and Peer-assessment of Iranian Intermediate EFL Learners and Their Learning Styles

Abstract

Abstract-Within the last few decades, with the growing emphasis on learner-centered curriculum, selfassessment and peer-assessment have become of particular interest in educational assessment. This study aimed at examining the relationship between the accuracy of self-and peer-assessment on the paragraph writing performance of a sample of Iranian intermediate EFL students and their learning styles. To do so, 7 paragraphs during 7 sessions were written and then self-and peer-rated by 62 students from Touba Language Institute in Tehran. Kolb's learning style inventory was used to determine the students' learning styles including diverging, assimilating, converging, and accommodating. The results revealed a significant and positive relationship between the accuracy of self-and peer-assessment of the students and their learning styles. The findings indicated that the students with converging learning style were the most accurate raters of their own performance, while those with diverging style were the least accurate ones. Furthermore, the students with accommodating learning style were the most accurate raters of peer-performance, whereas those with assimilating style were the least accurate ones. The obtained results may offer EFL teachers and educators the opportunity to design alternative assessment methods addressing learners' individual differences including learning styles.

A meta-analysis of self-assessment and language performance in language testing and assessment

“…This finding is consistent with our assumption that conducting appropriate training prior to undertaking SA can improve correlations with external measures. Through a careful survey of the primary studies (e.g., Birjandi & Bolghari, 2015), we found that the training was mainly delivered through workshops or tutorials under the guidance of experienced instructors/researchers with demonstrated examples and explanations of the necessary terminology. Furthermore, during the training process, learners were guided to practice SA multiple times and their behaviors were checked and corrected by the instructors/researchers in order to ensure that learners with varying SA experience and assessment abilities could reach an equal understanding of both the manner of SA (i.e., the SA forms) and the assessment criteria (i.e., the SA content) (Brown & Harris, 2013; Orsmond et al., 2000).…”

“…In terms of their relationship with SA, language tests have shown moderate to high correlations with SA (e.g., .75 -.96 in Bachman &Palmer, 1989 and.66 in Ikeguchi, 1996). For teacher assessment, the results are more mixed as some studies recorded high correlations (e.g., .61 -.84 in Birjandi & Bolghari, 2015) and others reported weak or non-significant correlations (e.g., .05 in Langan et al, 2008). Therefore, it is hypothesized that the type of external measure is likely to affect the correlation magnitude.…”

Delving into L2 Learners’ Perspective: Exploring the Role of Individual Differences in Self-Evaluation of L2 Speech Learning

“…The third factor that is considered to play a role in the miscalibrations is IDs. Research on L2 self-evaluation has investigated several ID factors, such as gender (Pallier 2003), proficiency (e.g., Brantmeier et al 2012;Strong-Krause 2000), L2 learning experience (e.g., Suzuki 2015 for L2 reading skill), and self-evaluation training/experience (e.g., Birjandi and Bolghari 2015). Using Can-Do statements, Suzuki (2015) examined 63 Japanese learners' self-evaluations of Chinese reading skills.…”

Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude

“…Self-assessment is connected to the students' involvement in evaluating their learning, particularly their accomplishments and the outcomes of their learning (Birjandi & Bolghari, 2015). Peer evaluation and cooperative learning go hand in hand (Fulcher & Davidson, 2007).…”

“…The practice of accepting responsibility for learning and assessment enables the student to develop greater autonomy and self-governance (Chen, 2008). Self-assessment is connected to the students' involvement in evaluating their learning, particularly their accomplishments and the outcomes of their education (Birjandi & Bolghari, 2015). The use of self-assessment in the classroom helps students play a more active part in their education.…”