1. A comparison between students’
self/peer-assessment and teacher’s
assessment in writing: Perceptions of
students and teachers
SEFIKA BORUCU
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5. Learner Autonomy
improves the quality of language learning
promotes democratic societies
prepares individuals for life-long learning
allows learners to make best use of learning
opportunities in and out of the classroom
(Camilleri Grima, 2007; Cotterall, 1995; Palfreyman, 2003)
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6. Alternative Assessment
Traditional assessment = The realm of the teacher
Chen(2008)- the need in an alternative assessment due to
inadequacies of traditional assessment.
Performance Assessment
Portfolio Assessment
Self-Assessment
Peer- Assessment
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7. SELF-ASSESSMENT
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«Self-assessment is a process of formative assessment
during which students reflect on and evaluate the quality of
their work and their learning, judge the degree to which
they reflect explicitly stated goals or criteria, identify
strengths and weaknesses in their work, and revise
accordingly»
(Andrade and Du, 2007)
8. PEER-ASSESSMENT
the assessment of students' work by other students of equal
status
students often undertake peer assessment in conjunction with
formal self-assessment
is a powerful meta-cognitive tool. It engages students in the
learning process and develops their capacity to reflect on and
critically evaluate their own learning and skill development.
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9. How to sustain higher
correlation?
Establish essay formats that are easy yo use
reliable and high content validity
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LEARNER
AUTONOMY
Students
awareness
Correlation
10. BUT..
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Multinational nature
of the classes/ different
learning backgrounds
Teachers’ lack of time
Teacher cognition
11. RESEARCH:
Aims to find out:
Correlations between s-p,s-t, and p-t
Whether self- assessment enhances sts’ writing skills
To what extent teachers’ cognition play a role on students’
perceptions
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15. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, MADRID, 11 – 13 APRIL 2019
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Self-
assessme
nt 1
Peer-
assessmen
t 1
Teacher
assessmen
t 1
Self-
assessmen
t 2
Peer-
assessmen
t 2
Teacher
assessmen
t 2
Self-
assessment
1
1 0.411 -1.84
Peer-
assessment
1
0.411 1 0.512
Teacher
assessment
1
-1.84 0.512 1
Self-
assessment
2
1 0.618 0.519
Peer-
assessment
2
0.618 1 0.763
Teacher
Assessment
2
0.519 0.763 1
16. Teachers’ and Students’ Perceptions on
Self/Peer assessment
Teachers:
«I prefer to put more emphasis on the content rather than self-assessment»
«I don’t have enough time to teach how to carry out self/peer assessment»
«Students do not understand what to do and how to do»
Students:
«I don’t trust my grading»
«I feel more secure when my teacher correct my mistakes»
« Learning about the criteria will help me follow the structure easily»
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17. DESTINATION:
Exposure and learning background play a major role in self/peer-
assessment.
Teacher cognition has an influence on her teaching and it affects
students’ perceptions and beliefs.
High achievers can sustain high correlation compared to low
achievers.
Significant change could be observed between the first session and
the second session results especially for ‘S-T’
Self/Peer-assessment facilitates students’ self-awareness that
results in more accurate piece of writing.
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Editor's Notes Link between exam results and learner autonomy How can we sustain learner autonomy?
Effects of alternative assessment Rubrics should be presented and taught
It is still risky to rely on sts’ grading as they may overrate their performances since their low level of language proficiency or lack of criteria familiarity.
