The Effect Of Peer-Assessment Method In Enhancing Iraqi EFL University Students’ Language Ability

2017 ◽  
pp. 37
Author(s):  
Ali Abdulhussein Sagban
Keyword(s):  
University Students ◽  
Peer Assessment ◽  
Assessment Method ◽  
Language Ability

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

PEER ASSESSMENT EFFECT ON STUDENTS’ WRITING PERFORMANCE

2021 ◽  
Vol 19 (1) ◽  
pp. 15-23
Author(s):  
Rulik Setiani
Keyword(s):  
Peer Assessment ◽  
Language Ability ◽  
Writing Classroom ◽  
Writing Performance ◽  
Common Activity

The aim of this study is to investigate peer assessment effect on students’ writing performance. Writing is one of activities that students should be learnt to achieve language ability especially in English, but the fact they often face difficulties when they write because they have to be able in organization, content, grammar, vocabulary, and mechanics, so it is important for them needs interaction and collaboration from their friends or peers to solve those difficulties together, it called as peer assessment. Peer assessment is a common activity used in writing classroom and it can increase students’ writing performance, it also can be beneficial for both writer and teacher. For the teacher, it helps him saving time in checking students’ works, further for students, peer assessment can assist and gain their performance quantitatively and/or qualitatively by stimulating the peers to discuss, reflect, and collaborate well. Peer assessment is very effective and to be more active and productive by interacting each other students and intended communication relates the error of poor organization, misuse of punctuation, the use of faulty sentences, inappropriate the diction and capitalization. It presents the students improvement of the writing performance.

Enhancing University Students' Interaction and Learning through Formative Peer-Assessment Online

2010 ◽  
pp. 52-66 ◽  
Author(s):  
Monica Liljeström
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Peer Review ◽  
Peer Assessment ◽  
Multiple Sources ◽  
Student Collaboration ◽  
Reported Data ◽  
Collaborative Efforts

This chapter draws upon data collected from a Swedish project with the aim to implement and evaluate peer assessment/peer review in online and distance education in the context of higher education. Previous studies of peer assessment in on-campus settings are discussed with a focus on what impact these findings had on the design of the peer assessment element. Findings from a distance course with 60 students, in which peer assessment and peer assessment preparation was carried out trough asynchronous text based communication in FirstClass, are reported. Data are collected from multiple sources and analyzed with the aim to find out how peer assessment element worked in this asynchronous text based environment. The results indicate that the students’ engagement and collaborative efforts in general was high. The overall conclusion is that peer assessment could be worth exploring further as a tool to enhance student collaboration and learning in courses based on asynchronous text based communication.

Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments

2020 ◽  
pp. 147-173
Author(s):  
Loc Phuoc Hoang ◽  
Le Anh Phuong ◽  
Somjit Arch-int ◽  
Ngamnij Arch-Int
Keyword(s):  
Learning Environments ◽  
Process Model ◽  
Peer Assessment ◽  
Student Assessment ◽  
Assessment Method ◽  
Free Text ◽  
Multidimensional Assessment ◽  
Positive Attitudes ◽  
E Learning

In online learning environments, peer assessment activities lack the observation and supervision by the teacher or instructor. Therefore, students may be lacked full effort to assess their peers. There exist the students' hesitation about criticizing their peers and scoring their peers honestly, the likelihood for peer assessment to be occasionally unreliable and unfair. The present assessment methods focus only on the single-dimensional assessment of content rather than the activities and collaborations among the students. Students also have no chance to analyze and comment on their peer answers. This study explored the multidimensional assessment method on open-ended question to foster positive attitudes and full effort among students engaging in E-learning environments. The objectives are as follows: 1) To develop a process model for multidimensional assessment (M-DA) to enable effective learning 2) To develop free-text answers assessment by using vector space model and semantic extraction model 3) To develop an algorithm for evaluating students' based on multidimensional assessment. Two groups of parallel students taking an e-course were tested on the system. The results of experiment noted that the proposed method overcomes the method just focuses on student assessment only without consideration and evaluation of the quality of the peer assessment. In light of the findings, the proposed method actively impacted on the development and improvement of learning and the quality of peer assessment among students in E-learning environments.

STUDENT-CENTERED CLASROOM ASSESSMENT: PERCEPTION AND NEW METHODS

2019 ◽  
pp. 4-10
Author(s):  
Irini-Renika Popokammenou
Keyword(s):  
Student Perceptions ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Assessment Method ◽  
Assessment Methods ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Written Comments ◽  
Teachers And Students ◽  
Improve Instruction

One of the important roles and responsibilities of teachers is to conduct assessment to assess students’ progress. The implementation of alternative assessment methods can be frustrating and rather difficult for teachers. This paper discusses teacher and student perceptions on using alternative assessment. It focuses on how young learners of English perceived three different alternative assessments: peer-assessment, conferencing and the use of students’ drawings as assessment materials. The data sources comprised classroom observations, interviews with teachers and written comments from students. Analysis of the data provided insights on how teachers choose assessment techniques in A1 and A2 level classes. Teachers’ perceptions on the specific assessment methods are discussed. The written comments from students identified how students perceived the combination of the assessment methods employed by teachers and which assessment method they favored. The results show that teachers and students have positive perceptions on alternative assessment. Students’ needs and age are important factors for selecting assessment methods and individual needs must be taken into consideration when choosing alternative assessment methods. This paper highlights the importance of alternative assessment in A1 and A2 level classes since it can improve instruction. Results on the drawings used in the study as assessment materials indicate that students value personalized assessment. Alternative assessment can be a vital component in educators’ efforts to improve education.

scholarly journals Re-visiting the flipped classroom in a design context

2017 ◽  
Vol 10 (2) ◽  
pp. 1 ◽  
Author(s):  
Richard David Coyne ◽  
John Lee ◽  
Denitsa Petrova
Keyword(s):  
University Students ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Assessment Method ◽  
Course Evaluation ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Postgraduate Level ◽  
Lecture Recordings ◽  
Live Presentation

<p class="JLDAbstract">After explaining our experience with a flipped classroom model of learning, we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and “live” presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance, and run over two successive years. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process. </p>

scholarly journals Peer Assessment Dataset

2016 ◽  
Vol 3 (2) ◽  
pp. 322-324 ◽  
Author(s):  
Andrii Vozniuk ◽  
Adrian Holzer ◽  
Denis Gillet
Keyword(s):  
Social Media ◽  
University Students ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Master's Level ◽  
Massive Open Online ◽  
Supporting Tool

Peer assessment is seen as a powerful supporting tool to achieve scalability in the evaluation of complex assignments in large courses, possibly virtual ones, as in the context of massive open online courses (MOOCs). However, the adoption of peer assessment is slow due in part to the lack of ready-to-use systems. Furthermore, the validity of peer assessment is still under discussion. In this paper, in order to tackle some of these issues, we present a dataset containing assessment of student submissions by peer students and by instructors during our Social Media course with 60 master's level university students. The dataset allows to train and test algorithms predicting grades of instructors based on grades of peer students.

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