خلاصة:
The increasing demand for lifelong learners and reflective practitioners has reconceptualized
the connection between assessment and learning to the extent that
alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have
emerged. However, their incorporation into various language skills might bring
about certain consequences. Among them, the writing skill is often perceived as
unique in its nature in terms of both teaching practices and assessment modalities. In
a bid to exercise a Learner-Oriented Assessment (LOA) practice, the present study
was designed to comparatively implement self-, peer-, and teacher-assessments in a
writing course, and explore the experiences and perceptions of the learners towards
the three assessment alternatives. Pertinent statistical analyses revealed significant
differences among them such that higher proficiency level learners evaluated their
writings more realistically, while lower proficiency level overestimated their
abilities. Moreover, most of them had positive attitudes towards this novel
assessment experience, holding that LOA could scaffold them
ملخص الجهاز:
Involving Self-, Peer-, and Teacher-Assessment in a Writing Course: A Cross Comparison and Reflection of Students’ Perceptions Gholam-Reza Abbasian Assistant Professor of TEFL, Department of English Language and Literature, Imam Ali University, Tehran, Iran.
They believe that through self-assessment, students can take the following advantages: x They can recognize their own skill gaps, as well as the weaknesses in their knowledge x They can specify those parts of learning process where they need to focus their attention x They can set more realistic goals x They can modify their practice x They can trace their progress x If online, they can decide when to move to the next level of the course Mousavi (2011) also considers some advantages such as direct involvement of students, greater learner autonomy, and increased motivation to learn.
Research indicates that peer-assessment also raises higher order cognitive thought and higher order reasoning in students (Birdsong & Sharplin, 1986), assists student-centered learning among undergraduate learners (Oldfield & MacAlpine, 1995), boosts active and flexible methods of learning (Entwhistle, 1993), allows students to have a deeper approach to learning (Entwhistle, 1987; 1993; Gibbs, 1992), and, acting as a socializing force, develops interpersonal skills and relationships between students as it (Earl, 1986).
Purpose and problem Concerning the need to delve more into different types of alternative assessment, the present research tries to elucidate and compare self-, peer -, and teacher-assessment in the marking practice of language learners ’ essays.
Teachers were not aware of the results of self- and peer-assessments before grading the essays, and the students did not 15 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 5, Issue 1 , Winter and Spring, 2017, pp.