A New Dilemma for Language Teachers and Students: Self-assessment or Teacher Assessment (Research Article)

Document Type : Research Paper

Authors

1 Tabriz University

2 Department of Integrated Studies in Education McGill University

3 Department of English Language, University of Tabriz

4 University of Tabriz, Faculty of Persian literature and foreign languages

10.22034/elt.2021.43932.2334

Abstract

Transitioning smoothly from traditional learning of language to independent learning and consequently, moving from teacher-assessment to self-assessment faces teachers with a dilemma of deciding on learners’ final improvement. To assist to eliminate this dilemma and to compare learners’ self-assessment of reading comprehension skills with those of teacher assessment, the present study was set out. To this end, 190 B.S. Iranian engineering students were selected based on intact classes. The participants’ proficiency was determined by the Oxford Quick Placement Test. Prior to the instruction, the participants’ ability to use two reading skills, i.e. scanning and skimming was assessed by their instructor and by themselves through using a Likert Scale questionnaire. After instructing each skill, the participants received post-tests, both self-assessment and teacher assessment. Following the post-self-assessment, the participants answered an open-ended questionnaire to reflect on their assessment. To analyze the data and understand the differences and correlations between the two types of assessments, SPSS was performed. Intriguingly, the results from self- and teacher-assessment were pro-self-assessment. Besides, the outcomes of the open-ended questionnaire indicated that it is time to trust learners and allow them to assess their own learning and decide on their learning process.

Keywords

Main Subjects


Article Title [فارسی]

چالش جدید برای معلمان و زبان آموزان: خودارزیابی یا ارزیابی معلم

Authors [فارسی]

  • پرویز آژیده 1
  • لین باتلر کیسبر 2
  • علی اکبر انصارین 3
  • ثریا مظفرزاده 4
1 استاد زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات فارسی و زبانهای خارجی، دانشگاه تبریز، تبریز، ایران.
3 دانشگاه تبریز دانشکده ادبیات فارسی و زبانهای خارجی گروه زبان انگلیسی
4 دانشگاه تبریز دانشکده ادبیات گروه زبان
Abstract [فارسی]

عبور آرام از یادگیری سنتی به یادگیری مستقل و در نتیجه ی آن حرکت از ارزیابی معلم به سمت خودارزیابی معلمان را با چالش تصمیم گیری در مورد پیشرفت نهایی زبان آموزان روبرو می سازد. مطالعه ی حاضر در جهت کمک به از بین بردن این معضل و مقایسه ی نتیجه ی خودارزیابی زبان آموزان با ارزیابی معلم از مهارت درک مطلب انجام گرفت. به همین منظور 190 دانشجوی کارشناسی رشته های مهندسی بر اساس کلاس های دست نخورده انتخاب شدند. مهارت زبانی شرکت کنندگان با آزمون تعیین سطح سریع آکسفورد مشخص شد. قبل از آموزش توانایی شرکت کنندگان در استفاده از دو مهارت خواندن مرور اجمالی و خوانش سطحی توسط مربی آنها و خودشان با استفاده از پرسشنامه ی مقیاس لیکرت ارزیابی شد. بعد از تدریس هر مهارت، شرکت کنندکان دو پس آزمون بصورت خودارزیابی و ارزیابی معلم دریافت کردند. همچنین پس از پس آزمون، شرکت کنندگان جهت تامل در ارزیابی خود به یک پرسشنامه ی باز پاسخ دادند. برای تجزیه و تحلیل داده ها و درک تفاوت ها و همبستگی بین دو نوع ارزیابی، از نرم افزار SPSS استفاده شد. به طرز جالب توجهی ، نتایج حاصل از ارزیابی معلم و خودارزیابی به نفع خودارزیابی بود. علاوه بر این ، نتایج پرسشنامه باز نشان داد که زمان آن فرا رسیده است که به زبان آموزان اعتماد کنیم و به آنها اجازه دهیم یادگیری خود را ارزیابی کرده و در مورد روند یادگیری خود تصمیم بگیرند.

Keywords [فارسی]

  • خوداریابی
  • ارزیابی معلم
  • درک مطلب
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