Self-, Peer-, and Teacher-Assessments in Writing Improvement: A Study of Complexity, Accuracy, and Fluency

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.