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This study presents a learning-oriented assessment experience and examines the impact of communication and relationships on student satisfaction and on the acceptance of self- and peer-assessment. To this end, an analysis was conducted based on the data collected from engineering students in a subject with a high degree of creativity. The answers of online surveys (n = 180) were examined by using the structural equation modelling technique (SEM). The results indicate that effective, frequent, and timely communication and quality relationships play an important role in ensuring that formative assessment, based on teamwork, feedback and self- and peer-assessment, is perceived as easy to implement and useful for learning and skills development, which also increases student satisfaction. In addition, these perceptions have an important impact on students' acceptance of self- and peer-assessment, although students show more confidence in the teacher's judgement and concern about the validity and reliability of their peers' marks. [ABSTRACT FROM AUTHOR]

The project-based learning (PBL) methodology was applied in a Food Technology course during the third year of a Food Industry Engineering degree at the University of Extremadura. The purpose of the research was to assess the effectiveness of PBL in this specific teaching field, evaluate the utility of rubrics, and determine the level of student satisfaction. A total of 22 students were tasked with participating in a group activity where they had to formulate, design, prepare, and present a food product to their peers and teacher. The students produced multiple deliverables and received feedback from the teachers. They also completed a final report and an oral presentation. The project was evaluated by teachers, peers (peer evaluation), and through selfevaluation using rubrics. A satisfaction survey and an analysis of strengths, weaknesses, opportunities, and threats were conducted after the completion of the PBL activity. The main findings indicated that PBL and rubrics were effective teaching and evaluation methodologies, respectively, enabling students to achieve scores above 8. Teacher evaluations were higher than the self-assessments, which were close to peer evaluations, indicating a high level of commitment on the part of students. Effective communication skills need improvement. Students viewed the activity positively, as it helped them comprehend the subject matter and proved valuable for improving teamwork, autonomy, and overall learning. In conclusion, PBL resulted in an engaging and effective learning experience that enhanced the understanding of food processing content and fostered the development of the skills and competencies necessary for a professional food engineer. [ABSTRACT FROM AUTHOR]

Introduction: Engineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others' work. This will help them to successfully perform their future professional work with the highest standards. Methods: In this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers' ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher. Results: From a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers' assessments. Moreover, students tended to closely attune their evaluations to their teachers' ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students' own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience. Discussion: The results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues' work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students' levels of critical thinking and expectations are maintained when the comparative reference of a teacher's assessment is unavailable. [ABSTRACT FROM AUTHOR]

Over the past two decades, self-regulation has captured the attention of researchers in language learning. It is an acknowledged fact that self-regulated learners' performance surpasses those who are not self-regulated. In an educational context, assessment is one of the major factors which increase or decrease the level of self-regulation. The present study explores the role of three types of assessment, namely self-assessment (SA), peer-assessment (PA), and teacher-assessment (TA), in English language learning of Pakistani learners and to find out the attitude of the learners toward the most suitable type of assessment for the development of self-regulated learning (SRL) features among learners. Following a quantitative approach, the data for the study were collected from a sample of 99 bachelor-level students through pre and post-tests and questionnaires. The data were analyzed through SPSS version 16.0. The authors found that the PA proved to be the most suitable for English language learning. The learners' perception also showed that they found the PA quite useful in fostering self-regulation. This study brings more enlightenment to the effective use of assessment techniques to improve learners' SRL abilities. [ABSTRACT FROM AUTHOR]

Learner autonomy has received growing interest from researchers and educators since the 1980s. Autonomous learners are supposed to monitor their progress and assess their performance. The present study investigated the effects of learner factors on the scorer reliability of self- and peer-assessment of EFL (English as foreign language) writing among Chinese college students. The learner factors involved are second language (L2) proficiency and English self-concept. The experiment was conducted on 52 Chinese college students. The results show that: 1) Though L2 proficiency had a limited effect, high-achievers seemed to perform better in self- and peer-assessment to some extent; 2) high English self-concept led to a higher reliability of self-assessment; and 3) on the whole, the subjects’ self-assessment was more accurate than peer-assessment, but they tended to overestimate their own performance while underestimate their peers’ regardless of their L2 proficiency and English self-concept. [ABSTRACT FROM AUTHOR]

Although peer-assessment tends to offer various benefits, and teachers and learners hold positive perception about peer-assessment, conventional paper-based assessment remains dominant in most of the educational programmes, including university English as a Second Language (ESL) courses. Hence, more studies are needed to make teachers, course designers and material designers aware of the potential benefits of peer-assessment. Most importantly, it is useful to examine what learners think about peer-assessment. Therefore, the present study, involving eighty three (N=83) first-year students following a compulsory English as a second language (ESL) course and forty-two (N-42) second year students pursuing English as a major at a state university in Sri Lanka, investigated the learners' perception of peer-assessment. The study adopted the mixed methods approach in research. After the participants gained hands on experience in peer-assessment in an ESL writing class, they shared their views regarding their experience through a questionnaire, focus group discussion and reflective essay. The qualitative data were analyzed using deductive content analysis method while the quantitative data were analyzed using Microsoft Excel that produced descriptive statistics. The findings revealed that the ESL undergraduates generally hold positive perception about peerassessment. However, limited language proficiency of the learners and friendship biases remain as challenges to implement peer-assessment practices effectively. The generalizability of the findings of the present study is subject to certain limitations as the sample was drawn from one particular state university. Further studies with a larger sample representing several universities are recommended in order to shed light on the potential of peer-assessment. [ABSTRACT FROM AUTHOR]

We present a model for roleplaying (RP) for university students that is aimed at fostering the interactions of each learner with the teacher and coursemates, self- and peer-assessment, as well as an awareness and meaningful learning of mathematics. Specific features of our model are its focus on metacognition and individualized learning, based on a careful distribution of the tasks according to the individual student's profile. Within our model, the students play, alternately, the role of the teacher and their own role: firstly they assign problems to their peers, then they solve problems formulated by their peers, and, finally, they assess their peers' problem-solving processes. We discuss an implementation of the RP within a teaching/learning path regarding mathematical induction, aimed at promoting robust learning and use. We analyse the outcomes of a pilot study carried out with engineering students and identify their common praxeologies in solving the tasks. Moreover, the effects on students' attitudes and learning are highlighted at the linguistic, cognitive, metacognitive and affective levels. [ABSTRACT FROM AUTHOR]

IntroductionEngineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards.MethodsIn this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher.ResultsFrom a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience.DiscussionThe results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable.

Abstract This research investigates the effectiveness of utilizing analytic rubrics in peer-assessment (PA) and self-assessment (SA) methodologies to enhance the proficiency of English as a Foreign Language (EFL) students’ essay writing skills in the Vietnamese context. It further contributes to the existing body of literature regarding formative assessment and its potential to improve student learning outcomes. A total of 44 university students, all English majors, were divided into two distinct groups, each consisting of 22 participants. One group applied analytic rubrics for SA, while the other used the same tool for PA. The writing performance of the two groups was assessed and compared in pre and post-tests. The findings revealed no significant difference between the SA and PA groups in the pre-test. However, in the post-test, the SA group demonstrated significantly superior performance compared to the PA group, with noticeable improvements across all evaluated criteria. Moreover, these results showed that the use of analytic rubrics in SA and PA methods positively impacted the EFL students’ writing skills, particularly in the areas of content and language use. This has practical implications for teachers, curriculum developers, and policymakers in designing and implementing formative assessment strategies for EFL learners. Further research is needed to examine the long-term effects of employing analytic rubrics, and to understand the potential influence of other contextual factors on student learning outcomes.

Practical lab skills are rarely directly assessed. To improve constructive alignment between the described learning outcomes of practical skills and assessment, we developed and tested a certification procedure for microscopy skills. The procedure was embedded into the ordinary learning activity, so no additional time was needed. Three slightly different protocols were developed within the framework of sociocultural learning theory and built like a skill ladder, including direct peer assessment and elements of gamified learning. The protocols varied slightly in the way students were prepared for the certification, the number of steps/levels of achievement, and the consequences of failing. We tested the protocols at three different academic institutions and within 11 courses of varying sizes and academic levels in biology or geology. Feedbacks were collected through online surveys (n = 207) or orally after sessions. One protocol provided instruction videos as preparation material. Instruction videos provided increased understanding of the task, but tactile training was most important for learning. Regardless of institution, type of preparation, and level of former experience, the certification procedure made students clearly more engaged in the exercise. The majority reported that the certification procedure increased their motivation to learn, increased their perceived learning outcome, and was appropriate for assessing practical skills. Students with no or little experience in microscopy before the exercise were more positive about the certification procedure compared to skilled students, and the level of engagement and preparation was higher when there were some consequences of failing. Most students felt comfortable being certified by peers, but some students expressed concern about peers making mistakes. The presented certification procedure can easily be adapted to assess other practical skills and, with some adjustments, be an efficient method for assessment‐as‐learning, merging formative‐ and summative assessment. [ABSTRACT FROM AUTHOR]

This research investigates the effectiveness of utilizing analytic rubrics in peer-assessment (PA) and self-assessment (SA) methodologies to enhance the proficiency of English as a Foreign Language (EFL) students' essay writing skills in the Vietnamese context. It further contributes to the existing body of literature regarding formative assessment and its potential to improve student learning outcomes. A total of 44 university students, all English majors, were divided into two distinct groups, each consisting of 22 participants. One group applied analytic rubrics for SA, while the other used the same tool for PA. The writing performance of the two groups was assessed and compared in pre and post-tests. The findings revealed no significant difference between the SA and PA groups in the pre-test. However, in the post-test, the SA group demonstrated significantly superior performance compared to the PA group, with noticeable improvements across all evaluated criteria. Moreover, these results showed that the use of analytic rubrics in SA and PA methods positively impacted the EFL students' writing skills, particularly in the areas of content and language use. This has practical implications for teachers, curriculum developers, and policymakers in designing and implementing formative assessment strategies for EFL learners. Further research is needed to examine the long-term effects of employing analytic rubrics, and to understand the potential influence of other contextual factors on student learning outcomes. [ABSTRACT FROM AUTHOR]

Self-assessment and peer assessment deal with promoting students' reflective effort in writing learning process. The students’ writing achievement, critical thinking, and autonomous skills are encouraged in the implementation of these teaching techniques. The purposes of this study are to implement, to know the benefits, and to find the student responses to self-assessment and peer-assessment in writing classes. This study was conducted in second-year students of English Language Department Nusantara PGRI University in Creative Writing Subject. The study used observations, student reflection notes, interviews, and documents for data collection. Data were analysed using three-step qualitative data analysis; display of data, reduction educe of data, and conclusions drawing. Data analysis showed that the benefits of peer assessment and self-assessment outweigh the drawbacks, as they can provide students with new knowledge, skills, and understanding of the writing process and student achievement. Peer assessment and self-assessment enable students to gain better experience, making it easier for them to apply and respond to their writing. The study concludes that English teachers are recommended to implement these teaching techniques in facilitating the students to fully experience their writing process and to boost the students’ writing ability.

Abstract Practical lab skills are rarely directly assessed. To improve constructive alignment between the described learning outcomes of practical skills and assessment, we developed and tested a certification procedure for microscopy skills. The procedure was embedded into the ordinary learning activity, so no additional time was needed. Three slightly different protocols were developed within the framework of sociocultural learning theory and built like a skill ladder, including direct peer assessment and elements of gamified learning. The protocols varied slightly in the way students were prepared for the certification, the number of steps/levels of achievement, and the consequences of failing. We tested the protocols at three different academic institutions and within 11 courses of varying sizes and academic levels in biology or geology. Feedbacks were collected through online surveys (n = 207) or orally after sessions. One protocol provided instruction videos as preparation material. Instruction videos provided increased understanding of the task, but tactile training was most important for learning. Regardless of institution, type of preparation, and level of former experience, the certification procedure made students clearly more engaged in the exercise. The majority reported that the certification procedure increased their motivation to learn, increased their perceived learning outcome, and was appropriate for assessing practical skills. Students with no or little experience in microscopy before the exercise were more positive about the certification procedure compared to skilled students, and the level of engagement and preparation was higher when there were some consequences of failing. Most students felt comfortable being certified by peers, but some students expressed concern about peers making mistakes. The presented certification procedure can easily be adapted to assess other practical skills and, with some adjustments, be an efficient method for assessment‐as‐learning, merging formative‐ and summative assessment.

Introduction: Students' self‐assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self‐assessment score (SAS), peer‐assessment score (PAS) and teacher assessment score (TAS) on the final scores of the psychomotor skills of dental students in a preclinical fixed prosthodontics course. Materials and Methods: A prospective study included D2 students in a preclinical fixed prosthodontics course for two consecutive academic years from September 2017 to May 2019. Students' performance of various procedures over 14 sessions was assessed by SAS, PAS and TAS. Repeated‐measures ANOVA was used to assess differences between the three scores and control charts showed their change over time. Multivariable linear regression was used to assess the association between two outcome variables: TAS and the total preclinical score and the explanatory variables: SAS, PAS, TAS, gender and GPA. The significance level was set at 5%. Results: SAS had a significantly higher mean (80.21) than TAS (79.32) and PAS (78.58). SAS reached higher levels earlier than TAS and PAS. PAS had a stronger association with TAS than SAS (partial eta squared, η2 = 0.17 and 0.13), whereas SAS significantly predicted total preclinical score (p <.0001). Conclusions: PAS helped develop the skills of dental students during training, while SAS had an impact on their total preclinical score. Different student‐centred activities are needed to support students' preclinical training in fixed prosthodontics courses. [ABSTRACT FROM AUTHOR]

This study explores how novices could effectively evaluate the quality of microsurgical suturing. That would be enhanced with using a novel Manual Suture Parameters for Training and Assessment (M-SParTA), which supported novices with guidance on the objective parameters, in order to increased the accuracy of scoring ability. We also propose the following initial framework to train novices in microsuturing using a standardised task: 1) Exposure; 2) Assessment; 3) Hands-on and self-assessment. The independent learning cycle with targeted supervision provides novices with greater autonomy and a less stressful environment that could enhance skills training. [ABSTRACT FROM AUTHOR]

The article is devoted to the problem of assessment in English language lessons. The theoretical aspects of the main types of assessment are revealed. The results of Ukrainian research on the main types, methods and means of assessment within the framework of the NUS concept are highlighted. Foreign studies on assessment are reviewed. The English language textbooks of British publishers with the stamp of the Ministry of Education and Science of Ukraine are analysed. The possibilities for assessment provided by Express Publishing, MM Publication, Cambridge, Pearson and Macmillan are compared. The application of the main types and methods of assessment with the help of some textbooks of the above-mentioned publishers is described. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study set out to inspect how organizational and pragmatic knowledge can be functions of the assessment techniques practices implemented in the classroom. To this aim, the effects of teacher, peer, and self-assessment techniques that focused on providing feedback on pragmatic and organizational knowledge were compared. A total number of 98 female Iranian learners studying at pre-intermediate level in a language institute participated in the study. They were randomly assigned to one of the three groups of self-assessment (SA) (N = 32), peer-assessment (PA) (N = 33), and teacher-assessment (TA) (N = 33). Pragmatic competence was gauged using Discourse Role Play Talks (DRPTs) and organizational knowledge was assessed by a scale covering the grammatical and textual knowledge of the participants. The results of the analysis of one-way ANOVA test indicated that self-assessment followed by peer assessment had an advantage over the teacher assessment technique in promoting both pragmatic and organizational competence. In general, the obtained results yielded support for the employment of alternative methods of assessment as pedagogical tools to foster language competence. Implications for EFL pedagogy are discussed.

Over the past few years, peer-assessment, as an alternative assessment procedure, has drawn the attention of many researchers. In the study, it was attempted to find what kinds of language components peer-assessors attend to when rating their peers' essays and to investigate whether proficiency levels of peer-assessors make a difference in terms of severity and leniency they exercise. Fifty-eight student raters at Imam Khomeini International University in Qazvin rated five essays, using an analytic rating scale. Paper-based test of English as a foreign language (TOEFL) and five-paragraph essays were used to collect the data. FACETS (version 3.68.1) was used to analyze the data. The results of Facets analysis indicated that advanced peer-assessors had more variability in their severity compared to intermediate peer-assessors. Moreover, the majority of peer-assessors were, on average, more severe than lenient. The results also revealed no statistically significant difference between the ratings of intermediate and advanced peer-assessors. The final finding was that task achievement was the most attended assessment criterion, but grammatical range and accuracy was the least attended assessment criterion. The findings suggest peer-assessors do not attach an equal weight to all assessment criteria. The findings of the study may carry implications for the summative assessment of students' abilities.

Today, according to various educational documents, a university teacher must be able to control the learning process not only in order to compare the level achieved by students with a certain minimum of requirements laid down in the curriculum on the basis of competent and transparent assessment criteria and to record changes in the general level of preparedness of each student and the dynamics of his successes, but for the diagnosis of problems that arise among students in the learning process (formative assessment); for the development of reflection skills; skills of self-assessment and peer-assessment by students of their achievements. Unfortunately, at the current stage, peer-assessment, reflection and self-assessment are a weak point in the educational process, since usually the student does not participate in control and assessment, he is not involved in the process of developing or choosing assessment criteria, in peer and self-assessment, in reflective activity after completing the project assignment or taking a course. The article examines control and feedback as important components of the methodological system: the stages of control, assessment methods, control and reflection tools. The purpose of this article is to develop the approaches for assessing professionally oriented projects within the framework of a content-integrated language course (CLIL). The article analyzes the didactic potential of feedback during project activities and the conditions for providing effective feedback. The stages of web projects’ assessment, the pre requisites for the successful implementation of the activity in blended learning are described as well as online tools and mobile applications that allow to ensure effective feedback, reflection and assessment in a content-integrated language course.

Assessing competence for teamwork is a challenging task. Neverthesless, health professions training programs are asked to assure collaborative competency in their learners. Interprofessional education (IPE) programs seek tools to assess team member effectiveness and demonstrate collaborative competency. The Comprehensive Assessment of Team Member Effectiveness (CATME), originally developed for use in engineering, has been applied in various learning settings, with limited use in IPE. This paper presents validity evidence in 4 domains (content, response processes, internal structure, and relations to other variables) for the use of the CATME in a classroom-based IPE course taught with Team-Based Learning. [ABSTRACT FROM AUTHOR]

This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixedmethods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasiexperimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi- Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing. [ABSTRACT FROM AUTHOR]

Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This goal of this paper is to enhance VE practitioners’ language assessment literacy. To do so, it begins with an overview of assessment practices commonly used in VE for evaluating the complex and multifaceted nature of language competence. These include the following: (1) approaches that evaluate change in learners’ language use over time, (2) approaches that employ pre- and posttest to evaluate learning outcomes, and (3) approaches that rely on student self-report or self-documentation of learning. Based on this overview, we then look to the field of language assessment for guidelines on the selection and use of classroom-based and standardized assessment tools and practices. Using an existing VE practice scenario, the authors provide an example of language assessment selection and development.

The significance of alternative assessment in second language (L2) has been widely acknowledged in the literature. However, the implementation of alternative assessment in English as a Foreign Language (EFL) context has not been much welcome by L2 educators and practitioners. To contribute to this line of inquiry, the aim of the present research was set to explore the impact of implementing self-assessment and peer-assessment practices on writing performance and writing self-efficacy of EFL learners in Iran. To this end, a total number of 36 homogeneous intermediate learners were selected as the participants who were then randomly assigned to a self-assessment group (N= 17) and a peer-assessment group (N= 19). As for the treatment of the present study, the participants of the self-assessment group were taught to self-assess their writing tasks, whereas the participants of the peer-assessment group were taught to assess the writings of their peers. Two timed-writing essays and the Writing Self-Efficacy Scale (WSES) wereadministered to collect the data. The results obtained from performing paired-samples t-tests and ANCOVA indicated that both self- and peer-assessment activities significantly contributed to improving writing performance and writing self-efficacy of the participants. Nevertheless, it was revealed that the participants of the peer-assessment group performed better than those in the self-assessment group in terms of both writing performance and writing self-efficacy, showing that peer-assessment activities were more effective than self-assessment activities in increasing writing competencies and self-efficacy of the participants. The findings of the study offer theoretical and pedagogical implications for L2 researchers and practitioners.

Over the past few years, peer-assessment, as an alternative assessment procedure, has drawn the attention of many researchers. In the study, it was attempted to find what kinds of language components peer-assessors attend to when rating their peers' essays and to investigate whether proficiency levels of peer-assessors make a difference in terms of severity and leniency they exercise. Fiftyeight student raters at Imam Khomeini International University in Qazvin rated five essays, using an analytic rating scale. Paper-based test of English as a foreign language (TOEFL) and five-paragraph essays were used to collect the data. FACETS (version 3.68.1) was used to analyze the data. The results of Facets analysis indicated that advanced peer-assessors had more variability in their severity compared to intermediate peer-assessors. Moreover, the majority of peer-assessors were, on average, more severe than lenient. The results also revealed no statistically significant difference between the ratings of intermediate and advanced peer-assessors. The final finding was that task achievement was the most attended assessment criterion, but grammatical range and accuracy was the least attended assessment criterion. The findings suggest peer-assessors do not attach an equal weight to all assessment criteria. The findings of the study may carry implications for the summative assessment of students' abilities. [ABSTRACT FROM AUTHOR]

Abstract Background Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results Four hundred twenty-three students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M = − 0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M = − 0.23, − 0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M = 0.13) and following the content of courses (M = 0.16). Conclusion Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

There has been a burgeoning of research in teacher, peer, and self-assessment in terms of reliability and validity, the use of rubrics, the implementation of these kinds of assessments in different academic settings, the effect of demographic variables in these assessments, and the benefits of these assessments. However, the effect of these assessments on subsequent learning has rarely been explored. To fill that void, this study set out to examine the effects of these kinds of assessments on subsequent learning as evidenced by students’ final exam scores. Two intact classes were chosen and teacher, peer, and self-assessments were employed in a general English class. The scores achieved on the students’ oral presentations exhibited a statistically significant correlation between the teacher awarded scores and those on the final examination of general English proficiency as a course. Peer awarded scores could also predict final exam scores, though not as good as teacher awarded ones. Self-assessment failed to correlate significantly with final exam scores and teacher/peer assessments. The reasons for the findings are discussed further in the paper.

The beneficial role of self-assessment and peer-assessment as the sub-categories of alternative assessment in second language (L2) has received much attention in the existing literature. However, the effect of self- and peer-assessment in English as a Foreign Language (EFL) writing courses on learners’ affective variables has remained relatively under-researched. Therefore, the purpose of this study was set to investigate the effect of self- and peer-assessment activities on writing anxiety of Iranian EFL learners. To this end, a sample of 46 English major students from two intact classes of an Islamic Azad University in Iran participated in this study. These two classes were randomly divided to a self-assessment group (N=22) that were instructed to self-assess their writing tasks and a peer-assessment group (N=24) who were trained to assess the writings of their peers. The experimental conditions in which self- and peer-assessment activities were practiced for each group lasted for one university semester. The data were gathered via administering the Second Language Writing Anxiety Inventory (SLWAI) before and after the study intervention. The results indicated that both self-assessment and peer-assessment activities significantly contributed to reducing the writing anxiety of the participants. Further analyses, however, revealed that the students’ writing anxiety in the peer-assessment group was significantly lower than that of the self-assessment group on the post-test, suggesting that peer-assessment activities were more effective in reducing writing anxiety of the participants. The findings of the present study may have theoretical and pedagogical implications for L2 teachers and researchers.

The article is aimed at studying medical students’ reflective strategies for learning the Pediatric Surgery course at medical university. We used a modified version of the Motivated Strategies for Learning questionnaire (Soemantri et al., 2018), which has four subscales: self-orientation, critical thinking, self-regulation, and feedback seeking. The self-orientation component deals with students’ perceptions on their self-efficacy and internal motivation. The participants were fourty-six 5-th year medical students from the Bogomolets National Medical University, Kyiv, Ukraine. The survey was held in May 2021 when the students finished their spring semester in the online mode. We observed the prevalence of high and moderate levels in all the variables, but the indicators of Feedback seeking are lower which can be explained by the specificities of online learning. The authors propose methodological recommendations for educators how to create an environment for reflective learning to develop students’ reflective skills and employ alternative assessment strategies in the classroom.

In contemporary educational literature assessment is viewed as a key element of pedagogy, and student self- and peer-assessment is viewed as a vital component of the assessment processes occurring within pedagogical practice. This notion is also present within physical education (PE) literature. Within this body of work however, there has been little attention on how students participate in their own assessment. The focus has rather been towards the teacher's assessment practices. The aim of this paper is therefore to explore how students themselves participate in the assessment processes that occur in PE. By drawing on assessment theory presented by Black and Wiliam (2009. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5) and the educational perspective of American pragmatist John Dewey, the paper presents a theoretical reconceptualization of assessment that can occur within learning situations. By utilizing this conceptualization to analyse empirical material gathered within the Norwegian PE context, the paper presents findings under three main headings. These are participating in establishing; (1) where the students are in their learning, (2) where the students are going in their learning and (3) how to get where they are going. The paper concludes with a discussion of the results and general implications of the findings for both practitioners and researchers interested in the phenomenon of assessment in PE. [ABSTRACT FROM AUTHOR]

The present study examined the long-term impact of a formative assessment intervention in primary education on the development of students’ levels of self-regulation, motivation, and self-efficacy after their transition to secondary education. Participants in the study included 695 Dutch sixth graders from 17 schools. A longitudinal design with measurements on three time points was adopted. The first part of the study, consisting of a pretest, the intervention, and posttest, was conducted during the students’ last 7 months in primary education using two experimental conditions, with peer- and self-assessment, and a control condition. A follow-up took place 10 weeks later, after the summer break and at the commencement of the participants’ secondary education. Longitudinal multilevel analyses showed that the development of self-regulation and motivation is significantly positively associated with the formative self- and peer-assessment interventions and continues after the transition to secondary education. Results are discussed with regard to theoretical and practical consequences.

While focusing on the moderating effects of initial performance-approach goal orientation and performance-avoidance goal orientation, this study aimed to examine the effects of self- and peer-assessment on the growth of learning goal orientation. We set up a control group and two experimental groups (self-assessment and peer-assessment groups) and conducted experimental lessons. The responses of the 63 subjects (control group: n = 14; self-assessment group: n = 25; peer-assessment group: n = 24) who attended these lessons were analyzed. The following observations were made: (1) the effect of peer-assessment on the growth of learning goal orientation may change depending on the initial performance-approach goal orientation or performance-avoidance goal orientation; (2) to increase learning goal orientation for students who have high performance-approach goal orientation or low performance-avoidance goal orientation, peer-assessment is effective; and (3) to increase learning goal orientation for students who have low performance-approach goal orientation or high performance-avoidance goal orientation, peer-assessment appears to be counterproductive.

While focusing on the moderating effects of initial performance-approach goal orientation and performance-avoidance goal orientation, this study aimed to examine the effects of self- and peer-assessment on the growth of learning goal orientation. We set up a control group and two experimental groups (self-assessment and peer-assessment groups) and conducted experimental lessons. The responses of the 63 subjects (control group: n = 14; self-assessment group: n = 25; peer-assessment group: n = 24) who attended these lessons were analyzed. The following observations were made: (1) the effect of peer-assessment on the growth of learning goal orientation may change depending on the initial performance-approach goal orientation or performance-avoidance goal orientation; (2) to increase learning goal orientation for students who have high performance-approach goal orientation or low performance-avoidance goal orientation, peer-assessment is effective; and (3) to increase learning goal orientation for students who have low performance-approach goal orientation or high performance-avoidance goal orientation, peer-assessment appears to be counterproductive. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As an attempt to shed more light on the effectiveness of alternative assessment in second language (L2) learning, this study sought to evaluate the effect of self-assessment and peer-assessment on writing performance of Iranian English as a Foreign Language (EFL) students. To achieve this objective, a number of forty-six English major learners who were the students from two intact classes at an Islamic Azad University were employed as the participants of this study. The two classes were randomly assigned to a self-assessment group (N=22) who were trained to self-assess their writing tasks and a peer-assessment group (N=24) who were taught to assess the writings of their peers. The study intervention during which self- and peer-assessment practices were carried out for each group lasted for a period of one university semester. The required data were collected through two timedwriting essays administered as the pre-test and post-test of the study. The findings revealed that both self-assessment and peer-assessment were effective in improving the writing abilities of the participants. However, it was found that the students in the peer-assessment group outperformed those in the self-assessment group in terms of writing performance, suggesting that peer-assessment was more effective than self-assessment. The discussions of the results as well as the pedagogical implications of the study were finally presented.

The changes of curriculum influences the assessment procedure implemented in elementary and high schools in Indonesia education system. Traditional test is no longer becomes the primary assessment instrument since the focus of the assessment is on the students’ competence. Therefore, alternatives in assessment need to be put into consideration. The implementation of the alternatives assessment, such as portfolio, journal, and self and peer- assessment will bring their own challenges, and to face the challenges teachers need to broaden their insight on the opportunities that embedded on each alternative assessment techniques.

This study examined whether different identity revelation conditions result in different online targeting behavior among peer-assessors through a pretest and posttest quasi-experimental research design. Students from six fifth-grade classes (N = 196) participated in online learning tasks where they generated and selected peer-generated questions to review and assess in their respective identity revelation modes—real-name, nickname, and anonymity. Several findings were obtained. First, there was a high redundancy rate for both high- and low-targeted assessees under the pre-treatment (control) and treatment conditions for all three identity revelation modes. Second, the non-significant results of the chi-square tests indicated that the identity revelation modes and assessee redundancy were neither considerably related for the high- nor low-targeted assessees groups. Third, the results from the ANCOVA on the number of peer-feedback messages each student received showed no significant differences among the three identity revelation treatments. Fourth, the Wilcoxon tests confirmed that there were no significant differences in the assessee rankings in terms of the number of times their generated questions were assessed between the pre-treatment and treatment conditions for all different identity revelation modes. Finally, the results from participants’ responses to the checkbox question revealed almost the same ranking pattern regarding factors dominating their targeting behavior (with the question-author ranked last among all factors), despite the various different identity revelation modes. In sum, identity revelation modes were not found to affect peer-assessors’ targeting behavior in an online peer-assessment activity.

The current dynamic information environment allows readers to access a vast amount of content, but of varied quality. Information professionals increasingly should promote students' scientific news literacy and critical thinking skills. The challenge for instructors, however, is to assess and provide constructive feedback on writing assignments, especially in large-scale online classes. Online peer-assessment tools can facilitate reliable self- and peer-assessment in scientific literacy education at scale. This mixed method study empirically examines differences between self- and peer-assessment and inter-rater reliability among peer assessors and investigates patterns of discrepancies in grading. [ABSTRACT FROM AUTHOR]