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An Investigation of the Reliability and Validity of Peer-, Self-, and Teacher Assessment in EFL Learners’ Written and Oral Production

Sayyar Masoule, Zahra | 2014

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 46346 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Salehi, Mohammad; Abbasian, Gholam Reza
  7. Abstract:
  8. Traditional assumptions about assessment and learning have been challenged in higher education. Alternative types of assessment have been introduced to align to the students’ learning aims. Although, the growing body of literature of alternative types of assessment such as peer-assessment and self-assessment shed light on the advantages and benefits of embedding assessment in classroom activities, there is not absolute agreement on the consistency and accuracy of these types of assessment. To this aim, this study attempted to investigate the reliability and validity of self-assessment and peer-assessment of Iranian EFL learners’ written and oral production. The data was obtained from 32 upper-intermediate students required to write a three-paragraph essay and present a ten-minute lecture individually. Each essay was assessed by two teachers, two peer-assessors, and the writer him or herself using the same essay rating sheet. Furthermore, each student gave a ten-minute lecture and other students and the teachers assessed the lecturer using oral assessment sheet; in addition, the lecturer then assessed himself or herself immediately after his or her lecture. Moreover, to explore whether students’ attitude toward peer- and self-assessment would change after carrying out these types of assessment, they were administered a pre- and post-survey questionnaire before and after conducting these assessments. The results of the study indicated that peer-assessment was more reliable in assessing oral production than written production; however self-assessment was highly reliable in written production assessment. Moreover, there was a higher correlation between peer-assessment and teacher assessment in assessing written production than oral production. However, the correlation between self-assessment and teacher assessment in assessing oral production was significant. Finally, the examination of pre- and post-survey revealed that the students’ attitude towards these types of assessments did not change significantly after implementing them. These results could have implications for language teachers whether to apply peer- or self-assessment for assessing EFL learners’ written or oral production in the class
  9. Keywords:
  10. Self Assessment ; Validity ; Invariance ; Peer Assessment

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