Self- and Peer-Assessments in the Iranian Context

2019 ◽  
pp. 270-282
Author(s):  
Abbas Ali Rezaee ◽  
Enayat A. Shabani
Keyword(s):  
Alternative Assessment ◽  
Teaching Effectiveness ◽  
Peer Assessment ◽  
Research Literature ◽  
Self Assessment ◽  
Student Autonomy ◽  
Positive Attitudes ◽  
The World ◽  
Teachers And Students ◽  
Iranian Context

Assessment is an integral part of any education. Traditionally, pen-and-paper examinations have been widely used all over the world, although new trends in assessing language ability have put more emphasis on learner autonomy and participation. Self-assessment and peer-assessment are two concepts that have been introduced in alternative assessment. However, teachers in the Iranian context may be reluctant to put these assessment types into practice because they are seen as authority handover. This systematic review examines the research literature on self- and peer-assessment in ELT settings in Iran. Results indicate that enacting these assessment types in the Iranian context is by no means authority handover, and that teachers and students generally have positive attitudes towards them. The review indicates that both self- and peer-assessments can enhance student autonomy in learning and assessment and increase teaching effectiveness. Implications for the Iranian classroom are discussed.

scholarly journals The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature

2020 ◽  
Vol 12 (5) ◽  
pp. 210
Author(s):  
Mazin Mansory
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Alternative Assessment ◽  
Language Teaching ◽  
Peer Assessment ◽  
Dynamic Assessment ◽  
Assessment Methods ◽  
Self Assessment ◽  
Traditional Assessment ◽  
Static Assessment

Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment.  In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes. 

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 Identifying Physical Education Teachers' Perceived Competence and Necessity Regarding Implementation of Alternative Assessment Methods and Their Frequency of Use

2014 ◽  
Vol 2 (1) ◽  
pp. 74
Author(s):  
Yurdagül Günal
Keyword(s):  
Physical Education ◽  
Alternative Assessment ◽  
Concept Maps ◽  
Peer Assessment ◽  
Perceived Competence ◽  
Arithmetic Mean ◽  
Assessment Methods ◽  
Physical Education Teachers ◽  
Self Assessment ◽  
Group Assessment

This study aimed at finding out secondary school physical education teachers' overall perception and perceived competence regarding implementing of alternative assessment methods along with frequency of using them. Study participants were comprised of 142 physical education teachers from state schools in Trabzon province during the 2012-2013 education–instruction year. "Teacher Competency" questionnaire developed by Bano?lu (2008) was used. The five-item scale is comprised of four parts. Part one includes demographic data about participants, part two is about "teachers' overall perceptions regarding implementation of alternative assessment methods" (not necessary-quite necessary), part three includes "teachers' perceived competence regarding alternative assessment methods" (unsatisfactory-very satisfactory), and the last part is about "frequency of teachers' using alternative assessment methods (neverquite often)". Data analysis was done at significance level of 0.05 by using "SPSS for WINDOVS 20". in data analysis, frequency, percentage and arithmetic mean were calculated from participants' responses in all of the three parts. Arithmetic mean range was calculated with the logic of 5 columns and 4 ranges. Value of each range was found as 4/5=0,8. Arithmetic mean for teachers' overall perceptions regarding using of alternative assessment methods was found as X= 3.17. According to teachers, alternative assessment methods are moderately necessary as seen from range values obtained from the questionnaire. Portfolio (x=26.1) was found to be the leading alternative assessment method teachers consider not necessary. It was followed by(x=20.4) concept maps. As for the methods considered rarely necessary; performance task (x=17.6) and peer assessment (x=12.7) were found. Under moderately necessary methods, project (x=22.5) and group assessment (x=26.1) were found. Check list (x=49.3) and self assessment (x=43) were listed as necessary methods. Lastly, quite necessary methods were reported as rubric (x=21.1) and check lists (x=14.8). It was understood that mostly teachers regard themselves competent about alternative assessment methods (x=3.53). They find themselves incompetent mainly in relation with concept maps (3.16) and portfolios (x=3.30). The teachers regard themselves competent about check lists, rubric, project, performance tasks, peer assessment, self assessment and group assessment (3.42-4.22). The study revealed that teachers mostly use alternative assessment methods at moderate level (x=3.06). Performance task was found the most frequently used method (x=3.41). It could be inferred from range degrees in questionnaires that according to overall mean of frequency of teachers' using alternative assessment methods (x=3.06), the frequency is low (2,62-3.41). Thus, it could be suggested "frequency of teachers' using alternative assessment methods is mostly not at desired level".

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results 423 students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M= -0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M= -0.23, -0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M= 0.13) and following the content of courses (M= 0.16). Conclusion Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students’ and University Teachers’ Perspectives)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Elmir GURBANOV
Keyword(s):  
Undergraduate Students ◽  
Peer Assessment ◽  
Educational Background ◽  
Educational Process ◽  
Self Assessment ◽  
Cognitive Approach ◽  
Teachers And Students ◽  
To Come ◽  
Improved Learning ◽  
Teachers Perspectives

The goal of the article is to find out the challenges of grading in student self and peer-assessment from teachers’ and students’ perspectives and to suggest ways to cope with them. Peer and self-assessment have accumulated a great significance in the last few decades related to vast application of the cognitive approach and the attempts of making students active agents of educational process rather than passive recipients of information. The overwhelming majority of modern educators believe that these concepts are the cornerstones of modern pedagogy and contributes to the promotion of learner autonomy to a great extent. Therefore, they lead to an improved learning environment and better learning outcomes. However, the concepts have some challenges when it comes to the final stage - grading. Depending on the social, cultural, and educational background, grading of the peer and self-assessment may be accompanied by hesitation and uncertainty as well as subjectivity and lack of reliability. In this work, the issue was investigated from two perspectives, teacher and student, to find out how the stakeholders perceive the problem and what can be done to cope with challenge of grading in self and peer-assessment. The research uses a questionnaire consisting of 20 questions with participation of 31 teachers and 100 students at Qafqaz University, Baku, Azerbaijan, to come to the conclusion about the issue addressing the challenge. The work is believed to be useful for educators to apply self and peer-assessment effectively, and also it can be a useful source for further research in the field.

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

scholarly journals PENILAIAN SIKAP SISWA DALAM PEMBELAJARAN KIMIA MELALUI TEKNIK SELF ASSESSMENT DAN PEER ASSESSMENT

2018 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Hairida Hairida
Keyword(s):  
Peer Assessment ◽  
Student Response ◽  
Average Score ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Assessment Technique ◽  
Chemistry Learning ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
Students Attitudes

Keikutsertaan siswa dalam penilaian sangat penting agar siswa memahami apa yang harus dilakukannya dalam belajar. Tujuan penelitian adalah untuk mengetahui  penggunaan teknik self dan peer assessment dalam penilaian sikap pada pembelajaran kimia adalah efektif, dan respon guru serta siswa terhadap penggunaan self assessment dan peer assessment dalam pembelajaran kimia. Metode penelitian yang digunakan adalah metode eksperimen dengan alat pengumpul data berupa lembar self assessment dan peer assessment dalam bentuk kuesioner, serta wawancara. Hasil dari penelitian disimpulkan bahwa teknik self dan peer assessment efektif digunakan untuk menilai sikap siswa  kelas X SMAN di Pontianak dalam mata pelajaran kimia.   Respon guru serta siswa terhadap self assessment dan peer assessment menunjukkan kriteria baik,  dengan perolehan skor rata-rata masing-masing  sebesar 82,4 dan 80,5.Kata kunci: penilaian sikap,  self assessment,  peer assessment Student participation in assessment is essential so that students could understand what to do in learning. The purpose of this research is to find out the use of self assesment and peer assessment technique in attitude assessment on chemistry learning is effective, and teachers' and students' response to self assessment and peer assessment in chemistry learning. The research method used in this research is experimental with self assessment sheet and peer assessment sheet in the form of questionnaire and interview as the tool for collecting data. The result concluded that self assessment and peer assessment technique is effective to evaluate 10th grader students' attitudes of  SMAN in Pontianak in chemistry subject. Teacher and student response to self assessment and peer assessment shows good criterion, with average score 82.4 and 80.5.Keywords: attitude assessment, self assessment, peer asessment

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background: Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods: The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results: 423 students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M= -0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M= -0.23, -0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M= 0.13) and following the content of courses (M= 0.16). Conclusion: Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background: Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods: The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results: 423 students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M= -0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M= -0.23, -0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M= 0.13) and following the content of courses (M= 0.16). Conclusion: Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results Four hundred twenty-three students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M = − 0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M = − 0.23, − 0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M = 0.13) and following the content of courses (M = 0.16). Conclusion Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

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