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Sefika Borucu: Perceptions of Students and Teachers on Self/Peer- Assessment and Validity

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Perceptions of Students and Teachers on Self/Peer- Assessment and Validity

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Sefika Borucu: Perceptions of Students and Teachers on Self/Peer- Assessment and Validity

  1. 1. A comparison between students’ self/peer-assessment and teacher’s assessment in writing: Perceptions of students and teachers SEFIKA BORUCU ©Eaquals EAQUALS INTERNATIONAL CONFERENCE | MADRID | 11-13 APRIL 2019 #eaquals19madrid
  2. 2. Route: Learner Autonomy Self- Assessment Peer-Assessment Research Perceptions of Students and Learners Conclusion ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, RIGA, 27 – 29 APRIL 2017 www.eaquals. org 2
  3. 3. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, MADRID, 11 – 14 APRIL 2019 www.eaquals. org 3
  4. 4. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE | MADRID | 11-13 APRIL 2019 www.eaquals. org 4 Learner Autonomy
  5. 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) ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, RIGA, 27 – 29 APRIL 2017 www.eaquals. org 5
  6. 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 ©Eaquals EAQUALS INTERNATIONAL CONFERENCE | MADRID | 11-13 APRIL 2019 www.eaquals. org 6
  7. 7. SELF-ASSESSMENT ©Eaquals #eaquals19 madrid «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. 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. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, RIGA, 27 – 29 APRIL 2017 www.eaquals. org 8
  9. 9. How to sustain higher correlation? Establish essay formats that are easy yo use reliable and high content validity ©Eaquals EAQUALS INTERNATIONAL CONFERENCE | MADRID | 11-13 APRIL 2019 www.eaquals. org 9 LEARNER AUTONOMY Students awareness Correlation
  10. 10. BUT.. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE | MADRID | 11-13 APRIL 2019 www.eaquals. org 10 Multinational nature of the classes/ different learning backgrounds Teachers’ lack of time Teacher cognition
  11. 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 ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, MADRID, 11 – 13 APRIL 2019 www.eaquals. org 11
  12. 12. Participants: 20 EFL Learners Level B1 4 EFL Teachers ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, MADRID, 11 – 13 APRIL 2019 www.eaquals. org 12
  13. 13. Tools: Rubrics Summary Writing Semi-structured interview ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, MADRID, 11 – 23 APRIL 2019 www.eaquals. org 13
  14. 14. COMMUNICATIVE QUALITY GRAMMATICAL ACCURACY and RANGE LEXICAL ACCURACY and RANGE EFFECTIVE ORGANISATION 5 4 3 2 1-0 ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, MADRID, 11 – 13 APRIL 2019 www.eaquals. org 14
  15. 15. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, MADRID, 11 – 13 APRIL 2019 www.eaquals. org 15 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. 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» ©Eaquals EAQUALS INTERNATIONAL CONFERENCE | MADRID | 11-13 APRIL 2019 www.eaquals. org 16
  17. 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. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE | MADRID | 11-13 APRIL 2019 www.eaquals. org 17
  18. 18. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, RIGA, 27 – 29 APRIL 2017 www.eaquals. org 18
  19. 19. ©Eaquals EAQUALS INTERNATIONAL CONFERENCE, RIGA, 27 – 29 APRIL 2017 www.eaquals. org 19

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