The effect of assessment type (self vs. peer) on Iranian University EFL students' course achivement

4991 Words Oct 4th, 2013 20 Pages
Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 70 (2013) 1552 – 1564

Akdeniz Language Studies Conference 2012

The effect of assessment type (self vs. peer) on Iranian university EFL s course achievement
Zainab Abolfazli Khonbia* , Karim Sadeghib a/b Department of English Language, Faculty of Literature and Humanities, Urmia University, Urmia165, Iran

Abstract
For education to be improved, there must be some indications of the efficiency in its developmental stages toward the ultimate objectives. In educational settings, the outcomes have traditionally been evaluated by authorities, i.e. by teachers themselves. Nowadays, parallel with the developments in teaching whereby students
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Self-assessment is among one of the alternative methods of assessment which, as defined by HennerStanchina and Holec (1985), is the process whereby learners simultaneously create and undergo the evaluation procedure, judging their achievement in relation to themselves against their own personal criteria, in accordance with their own objectives and learning expectations. Sally (2005) states that selfassessment is not only important because it shows us what students know and do not know, but also because it provides students and teachers with feedback. Self-assessment is a key factor in authentic objectively on their own accomplishment and learning. Brown (2005) and Harris (1997) believe that selfassessment is an effective means of developing independent learning and helpful in changing perceptions of learning, i.e., in terms of skills and performance as opposed to amassing linguistic knowledge.
Another frequently adopted alternative assessment method in which students are actively involved in the appreciation and appraisal of learning is peer-assessment, as this is closely embedded in and aligned with e instructional process (Shepard, 2000). According to Topping (1988), it is an arrangement in which individuals consider the amount, level, worth, and quality of success of the products or outcomes of learning of peers of similar status. In peer assessment,

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