scholarly journals The Influence of Multi-assessment Model on the Motivation of Adults’ English Listening and Speaking Learning

2020 ◽  
Vol 10 (9) ◽  
pp. 1086
Author(s):  
Zhencong Liu ◽  
Ting Li ◽  
Huiying Diao
Keyword(s):  
Personal Development ◽  
English Education ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Assessment Model ◽  
International Studies ◽  
English Learning ◽  
Self Assessment ◽  
Long Time ◽  
Listening And Speaking

Due to the long time away from campus, the difficulty in ensuring study time, and poor psychological condition, adults have much difficulties in learning English. The study of adult English learning motivation helps to understand the main purpose of adult English learning, and then from the actual needs of students, to improve the strategies to stimulate adult English learning. Based on the adult English listening and speaking course, this paper takes the third-grade students from Beijing International Studies University (Continual Education Institute) as an example to establish a multi-assessment model of self-assessment, peer assessment and teacher assessment, along with interview and reflective journal to explore the influence of multi-assessment model upon adult English learning. The result has shown that under the multi-assessment model, the motivation of adults to learn English is gradually changed from external factors driving to internal factors driving, from personal development to intrinsic interest. That is, they changed from being forced to learn English gradually to autonomous learning. This study further broadens the scope of the participants of the multi-assessment model and offers suggestions for adult English education in China.

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

scholarly journals An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education

2016 ◽  
Vol 6 (1) ◽  
pp. 136 ◽  
Author(s):  
Didem Kilic
Keyword(s):  
Teacher Education ◽  
Teaching Method ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Self Assessment ◽  
Assessment Scores ◽  
Self Assessments ◽  
Teacher Assessments ◽  
Training Programmes

This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.

APPLICATION OF MAJEMUK INTELLIGENCE AND SIGNIFICANTLY IN ACHIEVING EDUCATIONAL OBJECTIVES ISLAMIC BASIC SCHOOL IS INTEGRATED IN THE PRIVATE VOCATIONAL SCHOOL (Review of Child Development Psychology)

2018 ◽  
Vol 3 (1) ◽  
pp. 089
Author(s):  
Nur Adilah ◽  
Slamet Riyadi
Keyword(s):  
Child Development ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Assessment System ◽  
Learning Design ◽  
Educational Objectives ◽  
Self Assessment ◽  
Spider Web ◽  
And Mathematics ◽  
Evaluation Of Learning

The research aims to find out the application of Comprehensive Intelligence and its significance in achieving the educational objectives of Padangsidimpuan Bunayya SDIT, from the psychology of child development. Aspects studied: the steps of implementing Multiple Intelligence include learning design, implementation and evaluation of learning, excellence, weaknesses and significance of the application of Comprehensive Intelligence in developing child development psychology to achieve the educational objectives of SDIT Bunayya Padangsidimpuan. Data sources are teachers, students, principals, foundations and parents of students of SDIT Bunayya Padangsidimpuan. The method used: descriptive field through a qualitative approach. Data collection techniques: interviews, observation and documentation. Data processing techniques: data reduction and data display. Compound intelligence in SDIT Padangsidimpuan can be seen from the Comprehensive Intelligence learning design, that the curriculum used is the Education Office curriculum developed into TEMA developed into Spider Web (spider web), then made SILABUS, developed into RPP. Implementation of Comprehensive Intelligence Learning means students are given the opportunity to use intelligence other than language and mathematics in the classroom, and teachers teach according to the style of student learning. Learning Evaluation uses the Observation assessment system, which is in accordance with the assessment of education in the 21st century, namely; 50% self-assessment, 30% peer assessment, and 20% teacher assessment. The Weakness of Comprehensive Intelligence Application in Padangsidimpuan SDIT is; some parents are less patient with the process SDIT is doing in learning, teachers are unable to represent all intelligence because they are not used to teaching with this concept. The significance of the application of Compound Intelligence is: The application of Comprehensive Intelligence in learning is very important, especially for children who are in development. Based on the learning design carried out, it was concluded that they had carried out the learning well, even though it was not yet maximal. Success can be seen from the achievement of the vision and mission of the school, but in terms of out put it is still relatively young to see results. That is, the results cannot be seen yet, because it is still in the experimental process to get results.

scholarly journals Teacher-student collaborative assessment (TSCA) in integrated language classrooms

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sun Shuguang ◽  
Wen Qiufang
Keyword(s):  
Peer Assessment ◽  
Teacher Assessment ◽  
Self Assessment ◽  
Teacher Interview ◽  
Collaborative Assessment ◽  
Teacher Student ◽  
Computer Mediated ◽  
Language Classrooms ◽  
Perception Of Self ◽  
Method Of Assessment

Assessing students’ productive performance is challenging in China because large class sizes inevitably lead to heavy workloads for teachers. To address this problem, a new method of assessment, teacher-student collaborative assessment (TSCA)—was proposed in 2016 to organize and balance different modes of teacher assessment, self-assessment, peer assessment, and computer-mediated assessment. The present study took one intact class as a case, aiming to explore how TSCA could be carried out efficiently and systematically in the classroom and how students perceived TSCA. Qualitative data obtained include students’ writing drafts and revision, interview, and reflective journals of the students and the teacher. Interview data indicated that the students responded to this type of assessment positively and thought they benefited greatly from the teacher’s instruction and peer discussion. This was triangulated by the students’ reflections in which all the students spoke highly of TSCA and agreed that this method was a good way to pinpoint their weaknesses and help them learn how to revise their essay better. The students reported that they formed a new perception of self-assessment and self-revision and felt that a lot was gained.

scholarly journals The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners

2019 ◽  
Vol 3 (2) ◽  
pp. 146
Author(s):  
Andri Suherman
Keyword(s):  
Peer Assessment ◽  
Structure Interview ◽  
Teacher Assessment ◽  
Lower Percentage ◽  
Assessment Practice ◽  
Self Assessment ◽  
Text Revision ◽  
Efl Teachers ◽  
Negative Comments ◽  
Semi Structure Interview

This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacher-assessment, as opposed to under half of them favoured peer-assessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform EFL teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions.

scholarly journals Self-assessment in Massive Open Online Courses

2018 ◽  
Vol 15 (4) ◽  
pp. 165-175 ◽  
Author(s):  
Ourania Maria Ventista
Keyword(s):  
Formative Assessment ◽  
Online Courses ◽  
Peer Assessment ◽  
Assessment Methods ◽  
Assessment Model ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Assessment ◽  
Attrition Rates ◽  
Current Assessment

Massive Open Online Courses appear to have high attrition rates, involve students in peer-assessment with patriotic bias and promote education for already educated people. This paper suggests a formative assessment model which takes into consideration these issues. Specifically, this paper focuses on the assessment of open-format questions in Massive Open Online Courses. It describes the current assessment methods in Massive Open Online Courses and it argues that self-assessment should be the only way of formative assessment for the essays of xMOOCs and replace the peer-assessment.

scholarly journals An Analysis of Self-, Peer-, and Teacher- Assessment within the Scope of Classroom Teaching Activities

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 150-163
Author(s):  
Didem Karakaya Cirit
Keyword(s):  
Ozone Depletion ◽  
Peer Assessment ◽  
Public University ◽  
Teacher Assessment ◽  
Qualitative Assessment ◽  
Self Assessment ◽  
Teaching Process ◽  
Teaching Activities ◽  
Quantitative Results ◽  
Senior Students

The aim of this study was to determine the correlation between self-, peer- and teacher- assessment to evaluate preservice science teachers’classroom teaching activities. A mixed method was employed. The sample consisted of 55 senior students (29 women, 26 men) from the science teaching program of a public university in Turkey. Quantitative data were collected using a classroom observation form, which was the Reformed Teaching Observation Practice (RTOP), while qualitative data were collected using observation notes. The study was conducted within the scope ofthe course “applied teaching” for three weeks under the scope of three topics; global warming(GW), acid rain (AR), and ozone depletion (OD). Each participant attended nine assessment processes with two peers for the three topics. Quantitative results did not show a correlation between self- and teacher-assessment on the three topics. There was no correlation between GW self-assessment and GW peer-assessment and between AR peer-assessment and OD peer-assessment. However, there was a correlation between OD and AR self- and peer-assessment. There was a correlation between peer-assessment and teacher-assessment on neither of the three topics. Qualitative results showed that participants with high RTOP scores in peer-assessment were more likely to make quite superficial qualitative assessments, and briefly describe the teaching process and positively assess it. In self-assessment, participants not only gave themselves high scores but also positively described the teaching process. In teacher-assessment, quantitative and qualitative assessment was consistent. 

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