چکیده:
Self-assessment and peer-assessment are two means of realizing the goals ofeducational assessment and learner-centered education. Although there are manyarguments in favor of their educational benefits, they have not become commonpractices in educational settings. This is mainly due to the fact that teachers do nottrust the pedagogical values and the reliability of learners’ self- and peer-assessment. With regard to these points, this study aimed at investigating the effectof doing self- and peer-assessments over time on the paragraph writingperformance and the self- and peer-rating accuracy of a sample of Iranian English-major students. To do so, eleven paragraphs during eleven sessions were writtenand then self- or peer-rated by the students in two experimental groups. Thefindings indicated that self-and peer-assessment are indeed effective in improvingnot only the writing performance of the students but also their rating accuracy.After comparing the effects of self- and peer-assessment on the writingperformance and the rating accuracy of the participants, peer-assessment, however,turned out to be more effective in improving the writing performance of thestudents than self-assessment. In addition, neither of the assessment methodsoutdid the other in improving the rating accuracy of the students.
خلاصه ماشینی:
Effect on Writing Performance and Rating Accuracy Parviz Birjandi * Professor of TEFL, Allame Tabatabaee University, Tehran, Iran & Masood Siyyari † PhD Student, Allame Tabatabaee University, Tehran, Iran Abstract Self-assessment and peer-assessment are two means of realizing the goals ofeducational assessment and learner-centered education.
Thefindings indicated that self-and peer-assessment are indeed effective in improvingnot only the writing performance of the students but also their rating accuracy.
To see if the level of proficiency had any relationship with self- and peer-assessment accuracy, the students were divided into three groups according to their pre-test scores from the EPT.
3. Results of self-/peer-assessment can vary based on how language- proficient the learners are (Davidson & Henning, 1985; Blanche, 1988; Janssen-van Dieten, 1989; Heilenmann, 1990).
With regard to this objective, the present study investigated if the practice of self- and peer-assessment of writing performance over time would improve the accuracy of learners’ self- and peer-ratings.
Investigation of Research Questions The first two questions of this study asked whether student-writers’ self- or peer- assessment can significantly improve the quality of their writing performance.
However, the control group students, as seen above, had also improved significantly in their writing performance on the posttest in the absence of any self- or peer-assessment practice; z = -3.
Research questions 4 and 5 asked whether student-writers’ self- or peer- assessment can significantly improve their rating accuracy.
To answer these questions, the mean rating errors across sessions, including the pretest and posttest, for the self- and peer-assessment groups were calculated.