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Showing 3 results for Peer-Assessment
Parviz Birjandi, Masood Siyyari,
Volume 13, Issue 1 (3-2010)
Abstract
Self-assessment and peer-assessment are two means of realizing the goals of educational assessment and learner-centered education. Although there are many arguments in favor of their educational benefits, they have not become common practices in educational settings. This is mainly due to the fact that teachers do not trust the pedagogical values and the reliability of learners’ self- and peer-assessment. With regard to these points, this study aimed at investigating the effect of doing self- and peer-assessments over time on the paragraph writing performance and the self- and peer-rating accuracy of a sample of Iranian English-major students. To do so, eleven paragraphs during eleven sessions were written and then self- or peer-rated by the students in two experimental groups. The findings indicated that self-and peer-assessment are indeed effective in improving not only the writing performance of the students but also their rating accuracy. After comparing the effects of self- and peer-assessment on the writing performance and the rating accuracy of the participants, peer-assessment, however, turned out to be more effective in improving the writing performance of the students than self-assessment. In addition, neither of the assessment methods outdid the other in improving the rating accuracy of the students.
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Volume 18, Issue 2 (9-2015)
Abstract
In this study, the researcher used the many-facet Rasch measurement model (MFRM) to detect two pervasive rater errors among peer-assessors rating EFL essays. The researcher also compared the ratings of peer-assessors to those of teacher assessors to gain a clearer understanding of the ratings of peer-assessors. To that end, the researcher used a fully crossed design in which all peer-assessors rated all the essays MA students enrolled in two Advanced Writing classes in two private universities in Iran wrote. The peer-assessors used a 6-point analytic rating scale to evaluate the essays on 15 assessment criteria. The results of Facets analyses showed that, as a group, peer-assessors did not show central tendency effect and halo effect; however, individual peer-assessors showed varying degrees of central tendency effect and halo effect. Further, the ratings of peer-assessors and those of teacher assessors were not statistically significantly different.
Shohreh Esfandiari, Kobra Tavassoli,
Volume 22, Issue 2 (9-2019)
Abstract
| This study aimed at investigating the comparative effect of using self-assessment vs. peer-assessment on young EFL learners’ performance on selective and productive reading tasks. To do so, 56 young learners from among 70 students in four intact classes were selected based on their performance on the A1 Movers Test. Then, the participants were randomly divided into two groups, self-assessment and peer-assessment. The reading section of a second A1 Movers Test was adapted into a reading test containing 20 selective and 20 productive items, and it was used as the pretest and posttest. This adapted test was piloted and its psychometric characteristics were checked. In the self-assessment group, the learners assessed their own performance after each reading task while in the peer-assessment group, the participants checked their friends’ performance in pairs. The data were analyzed through repeated-measures two-way ANOVA and MANOVA. The findings indicated that self-assessment and peer-assessment are effective in improving young EFL learners’ performance on both selective and productive reading tasks. Further, neither assessment method outdid the other in improving students’ performance on either task. These findings have practical implications for EFL teachers and materials developers to use both assessment methods to encourage learners to have better performance on reading tasks. |
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