چکیده:
There has been a burgeoning of research in teacher, peer, and self-assessment in terms of reliability and validity, the use of rubrics, the implementation of these kinds of assessments in different academic settings, the effect of demographic variables in these assessments, and the benefits of these assessments. However, the effect of these assessments on subsequent learning has rarely been explored. To fill that void, this study set out to examine the effects of these kinds of assessments on subsequent learning as evidenced by students’ final exam scores. Two intact classes were chosen and teacher, peer, and self-assessments were employed in a general English class. The scores achieved on the students’ oral presentations exhibited a statistically significant correlation between the teacher awarded scores and those on the final examination of general English proficiency as a course. Peer awarded scores could also predict final exam scores, though not as good as teacher awarded ones. Self-assessment failed to correlate significantly with final exam scores and teacher/peer assessments. The reasons for the findings are discussed further in the paper.
خلاصه ماشینی:
Given all the far-reaching and growing attempts to achieve the goals concerning educational quality and standards, language teaching and learning approaches have undergone a gradual shift from teacher- focused to learner-focused instruction which consequently resulted in an increased emphasis on alternative forms of assessment (Prapphal, 2008).
Despite all the controversies on whether peer and self-assessment could be accurate compared with professional assessment, and the extent to which the peer-awarded and self-awarded scores may correlate with teacher-awarded scores (Kwan & Leung 1996; Grez, Valcke, & Roozen, 2012; Rian, Hinkelman, & Cotter, 2015; Diab, 2016), up to the present, there has been no study conducted to investigate the student- awarded scores’ potential to predict their subsequent language performance.
In the present study, the researchers’ prime focus is on formative assessment which employs rubrics to promote students’ learning as a result of the enhanced reflection on their own or a peer’s work (Andrade & Valtcheva, 2009; Panadero, Alonso-Tapia, & Reche, 2013; Sadler & Good, 2006).
In the current study, giving oral presentations, as a compulsory individual task, is viewed as pertinent to formative assessment whose outcomes are investigated in terms of their predictive potential with regard to summative assessment or teacher awarded-scores on final exam.
In studies that combine peer-assessment and self-assessment of oral performance in L1 universities, student ratings and teacher/professional ratings indicated both disagreement (De Grez, Valcke, & Roozen, 2012; Suñol, Arbat, Pujol, Feliu, Fraguell, & Planas-Lladó, 2016) and agreement (Lanning, Brickhouse, Gunsolley, Ranson, & Willett, 2011s).