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Self-, Peer-, and Teacher-Assessments in Writing Improvement: A Study of Complexity, Accuracy, and Fluency
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نویسنده
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Soleimani Hassan ,Rahmanian Mahboubeh
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منبع
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journal of research in applied linguistics - 2014 - دوره : 5 - شماره : 2 - صفحه:128 -148
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چکیده
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Alternative assessment approaches and, among them, self-assessment and peerassessment are becoming increasingly important in educational contexts. designedto compare self-assessment, peer-assessment, and teacher-assessment, this studyincluded 90 efl students from 3 intact classes divided into 3 groups: selfassessment, peer-assessment, and teacher-assessment. after taking the toeflproficiency test (2004) and a writing pretest asking the participants to write a 150-word paragraph, the participants were trained upon the writing complexity,accuracy, and fluency (caf) scale of wolfe-quintero et al. (1998). before sittingthe 2 posttests requiring the participants to write a 150-word paragraph, the selfassessment and peer-assessment groups assessed their own and peers’ writings,respectively, whereas the third group had their teacher assess their writings. resultsof one-way anova demonstrated that teacher-assessment was not as effective asself-assessment and peer-assessment in terms of enhancing their writing proficiency.results have important implications for educational organizations and curriculumdesigners who look for the most appropriate methods of teaching and testing.
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کلیدواژه
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Self-Assessment ,Peer-Assessment ,Teacher-Assessment ,Complexity ,Accuracy ,Fluency (CAF) ,Writing Performance
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آدرس
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payame noor university, Payame Noor University, ایران, payame noor university, Payame Noor University, ایران
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پست الکترونیکی
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rahmanian74@yahoo.com
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Authors
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