The Effect of Teacher, Peer, and Self-Assessment on Subsequent Learning: The Case of Oral Presentations

Document Type : Research Paper

Authors

1 Associate Professor, Sharif University of Technology, Tehran, Iran.

2 MA graduate of TEFL, Sharif University of Technology, Tehran, Iran.

10.22034/elt.2021.41381.2282

Abstract

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.

Keywords


Article Title [فارسی]

تاثیر ارزیابی معلم، هم کلاسی و خود ارزیابی در یادگیری متعاقب: بررسی ارائه های شفاهی

Authors [فارسی]

  • محمد صالحی 1
  • افسانه فرهنگ 2
1 دانشیار دانشگاه صنعتی شریف، تهران، ایران.
2 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه صنعتی شریف، تهران، ایران.
Abstract [فارسی]

در خصوص ارزیابى معلم، هم کلاسى، و خود ارزیابى تحقیقات گسترده ای انجام شده است . اما تاثیرارزیابى معلم، هم کلاسى، و خود ارزیابى در یادگیرى متعاقب، به ندرت مورد بررسى قرار گرفته است. براى رفع این نقیصه، مطالعه حاضر تاثیرارزیابى معلم، هم کلاسى، و خود ارزیابى در یادگیرى متعاقب را که در آن یادگیرى متعاقب به صورت نمرات پایان ترم نمود پیدا مى کرد، مورد بررسى قرار داد.  از دو کلاس بدون اینکه روال عادى کلاس بهم بخورد استفاده شد.  نمرات معلم در ارایه هاى شفاهى همبستگى بالای با نمرات پایان ترم داشت. نمرات هم کلاسیها هم میتوانست نمرات پایان ترم را پیش بینى کند. گرچه میزان این پیش بینى کمتر از نمرات معلم بود. نمرات خود ارزیابى  ارتباط معنى دارى با نمرات معلم، هم کلاسیها و نمرات پایان ترم نداشت. دلایل این یافته ها مورد بحث قرار خواهد گرفت. 

Keywords [فارسی]

  • خود ارزیابی
  • ارزیابی همکلاسی
  • ارزیابی معلم
  • تجزیه و تحلیل افت تحصیلی
  • یادگیری متعاقب
Adachi, C., Tai, J. H. M., & Dawson, P. (2018). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education43(2), 294-306.
Andeweg, B., van der Laaken, B., & Swennen, M. (2005). Watch yourself! Giving feedback on recorded presentations in a Virtual learning Environment.
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13–18.
Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric‐referenced self‐assessment on elementary school students' writing. Educational Measurement: Issues and Practice27(2), 3-13.
Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(3), 1-11.
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice48(1), 12-19.
Assessment of Writing From Instructor and Student Perspectives. Journal of Educational    Psychology, 98(4), 891-960.  
assessment: Effects on construct validity, performance, and perceptions of fairness and     comfort. Studies in Educational Evaluation, 39(1), 195-203.
Barber, P., & Hill, M. (2014). Preparing for a renaissance in assessment. London: Pearson.
Boud, D. 1990. Assessment and the promotion of academic values. Studies in Higher Education, 15(1), 1–13.
Boud, D. 2000. Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–67.
Brindley, G. (1998). Outcomes-based assessment and reporting in language learning programs: A review of the issues. Language Testing, 15(1), 45–85.
Brindley, G. (2001). Outcomes-based assessment in practice: Some examples and emerging insights. Language Testing, 18(4), 393–407.
Brown, G., Bull, J., & Pendlebury, M. (1997). Assessing student learning in higher education. New York: Routledge.
Cho, K., Schunn, C. D., & Wilson, R. W. (2006). Validity and Reliability of Scaffolded Peer
Cooper, D. (2005, July). Assessing what we have taught: The challenges faced with the assessment of oral presentation skills. In paper from the Higher Education Research and Development Society of Australasia Conference.
Davison, C., & Leung, C. (2009). Current issues in English language teacher‐based assessment. TESOL Quarterly43(3), 393-415.
De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? Active Learning in Higher Education, 13(1), 129–142. doi: 10.1177/1469787412441284 .
Diab, N. M. (2016). A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System, 57(1), 55-65.
Dlaska, A., & Krekeler, C. (2008). Self-assessment of pronunciation. System, 36(1),506-516.
Dochy, F., Gijbels, D., & Segers, M. (2006). Learning and the emerging new assessment culture. In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past, present and future trends. Oxford, Amsterdam: Elsevier.
Falchikov, N. (2003). Involving students in assessment. Psychology Learning and Teaching, 3(2), 102–108.
Falchikov, N. (2005). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Oxon, UK: Routledge.
Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287–322.
Gessa Perera, A. (2011). Co-assessment as a complementary alternative to learning assessment. Analysis and reflection in university classrooms. Revista de Educación, (354), 749-764.
Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self-and peer assessment of oral presentation skills compared with teachers’ assessments? Active Learning in Higher Education13(2), 129-142.
Harris, L. R., & Brown, G. T. (2013). Opportunities and obstacles to consider when using peer-and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education36, 101-111.
Kearney, S. (2013). Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’to enhance the student learning experience. Assessment & Evaluation in Higher Education38(7), 875-891.
Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction20(4), 344-348.
Kwan, K. P., & Leung, R. W. (1996). Tutor versus peer group assessment of student performance in a simulation training exercise. Assessment & Evaluation in Higher Education21(3), 205-214.
Lamprianou, I., and Athanasou, J. (2009). A teacher’s guide to educational assessment. Revised edition. Rotterdam: Sense.
Lanning, S. K., Brickhouse, T. H., Gunsolley, J. C., Ranson, S. L., & Willett, R. M. (2011). Communication skills instruction: An analysis of self, peer-group, student instructors and faculty assessment. Patient Education and Counseling, 83(1), 145–151. doi: 10.1016/jpec.2010.06.024 .
Looney, A., Cumming, J., van Der Kleij, F., & Harris, K. (2018). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education: Principles, Policy & Practice25(5), 442-467.
Magin, D. and Helmore, P. 2001. Peer and teacher assessments of oral presentation skills: How reliable are they? Studies in Higher Education, 26(1) 287–298. 
Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS. Crows Nest. New South Wales: Allen & Unwin.
Panadero, E., Alonso-Tapia, J., & Reche, E. (2013). Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers. Studies in Educational Evaluation39(3), 125-132.
Panadero, E., Romero, M., & Strijbos, J. (2013). The impact of a rubric and friendship on peer
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research9(3), 233-265.
Popham, J. W. (1997). What’s wrong—and what’s right—with rubrics. Educational Leadership, 55(2), 72–75.
Prapphal, K. (2008). Issues and trends in language testing and assessment in Thailand. Language Testing25(1), 127-143.
Quinlan, A. (2006). Assessment made easy: Scoring rubrics for teachers from K-college. Lanham, MD: Rowman and LittlefieldEducation.
Race, P. (2001). The lecturer’s toolkit. A practical guide to learning, teaching and assessment. London: Kogan Page.
Rea-Dickins, P. & Gardner, S. (2000). Snares and silver bullets: Disentangling the construct of formative assessment. Language Testing, (1)17, 215–243.
Rian, J. P., Hinkelman, D., & Cotter, M. (2015). Self, peer, and teacher assessments of student presentation videos. In JALT 2014 conference proceedings (pp. 688-696).
Sadler, P. M., & Good, E. (2006). The impact of self-and peer-grading on student learning. Educational Assessment11(1), 1-31.
Stiggins, R. 2001. Student-involved classroom assessment, (3rd ed.), Upper Saddle River, NJ: Merrill Prentice Hall.
Suñol, J. J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R. M., & Planas-Lladó, A. (2016). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education41(4), 622-637.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276.
Yucel, R., Bird, F. L., Young, J., & Blanksby, T. (2014). The road to self-assessment: Exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education, 39(8), 971-986.