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Self-, Peer-, and Teacher-Assessment: An Investigation into Iranian EFL Students' Attitudes
- Source :
-
Studies in Second Language Learning and Teaching . 2013 3(1):87-107. - Publication Year :
- 2013
-
Abstract
- Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students' attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher-assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups' attitudes and beliefs. Further findings and implications are discussed in the paper.
Details
- Language :
- English
- ISSN :
- 2083-5205
- Volume :
- 3
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Studies in Second Language Learning and Teaching
- Publication Type :
- Academic Journal
- Accession number :
- EJ1135892
- Document Type :
- Journal Articles<br />Reports - Research