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Procedure knowledge of the specific course book. Then, in the self-, and peer-assessment groups, the students were trained on how to assess themselves as well as their peers, respectively. For example the students were informed that they will have an assessment every two units covered from the course book, and are free to construct items of any type. While in the self-assessment group, they were instructed to make, to answer and then to mark their papers themselves, in the peer-assessment group, the candidates were instructed to answer tests made by anonymous peers.
The students in the self-assessment group were required to make and bring to the class some questions based on every two units covered. They were reviewed in order to check any obviously faulty items. This procedure was repeated for the next two units. In the third session, although the students were expected to the assessment based on the first two units. Finally, each one of the students marked their own papers and their scores were recorded.
In the peer-assessment group, students were required to design tests at home based on every two units ere taken apart.
After assigning each student with a code, the papers were distributed among their peers, taking care not …show more content…
Assessment and Evaluation in Higher Education,21, 205-214.
Lin, S.-J., Liu, Z.-F., & Yuan, S.-M. (2001). Web-based peer assessment: attitude and achievement. IEEE
Transactions on Education, 44(2), 13.
Little, D. (2002). The European language portfolio: structure, origin, implementation, and challenges.
Language Teaching, 35,182-189.
Little, D. (2005). The common European framework and the European language portfolio: involving learners and their judgments in the assessment process. Language Testing, 22,321-326.
Language
testing (p. 7). Oxford: Oxford University Press.
Nunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.
Orsmond, P., Merry, S. and Reiling, K. (1997). A study in selfperceptions of performance criteria. Assessment & Evaluation in Higher Education, 22, 357 67.
Oskay, O., Schallies, M., & Morgil, I. (2008).A closer look at findings from recent publication. Hacettepe
University Journal of Education, 35, 263 272.
Patri, M. (2002).The influence of peer feedback on self and peer-assessment of oral skills. City University of Hong Kong.
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Zainab Abolfazli Khonbi and Karim Sadeghi / Procedia - Social and Behavioral Sciences 70 (2013) 1552 –
The students in the self-assessment group were required to make and bring to the class some questions based on every two units covered. They were reviewed in order to check any obviously faulty items. This procedure was repeated for the next two units. In the third session, although the students were expected to the assessment based on the first two units. Finally, each one of the students marked their own papers and their scores were recorded.
In the peer-assessment group, students were required to design tests at home based on every two units ere taken apart.
After assigning each student with a code, the papers were distributed among their peers, taking care not …show more content…
Assessment and Evaluation in Higher Education,21, 205-214.
Lin, S.-J., Liu, Z.-F., & Yuan, S.-M. (2001). Web-based peer assessment: attitude and achievement. IEEE
Transactions on Education, 44(2), 13.
Little, D. (2002). The European language portfolio: structure, origin, implementation, and challenges.
Language Teaching, 35,182-189.
Little, D. (2005). The common European framework and the European language portfolio: involving learners and their judgments in the assessment process. Language Testing, 22,321-326.
Language
testing (p. 7). Oxford: Oxford University Press.
Nunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.
Orsmond, P., Merry, S. and Reiling, K. (1997). A study in selfperceptions of performance criteria. Assessment & Evaluation in Higher Education, 22, 357 67.
Oskay, O., Schallies, M., & Morgil, I. (2008).A closer look at findings from recent publication. Hacettepe
University Journal of Education, 35, 263 272.
Patri, M. (2002).The influence of peer feedback on self and peer-assessment of oral skills. City University of Hong Kong.
1563
1564
Zainab Abolfazli Khonbi and Karim Sadeghi / Procedia - Social and Behavioral Sciences 70 (2013) 1552 –