Tiptoeing through the TULIPS: Aiming for Autonomy through Assessment in EFL Higher Education

10.47908/9/10 ◽  
2013 ◽  
pp. 179-207
Author(s):  
Carol Everhard
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Assessment Process ◽  
Assessment Criteria ◽  
European Language ◽  
Self Assessment ◽  
Assessment And Evaluation ◽  
Self Evaluation ◽  
Efl Students ◽  
Evaluation Of Learning

Involving students in the assessment process can pose a challenge both to the learners and their instructors as it goes against the grain of the testing, assessment and evaluation (TEA) processes with which they are familiar. While the European Language Portfolio (ELP) encourages reflection on what has been learnt and self-evaluation of learning progress and achievements, using criteria checklists, it stops short of awarding real grades to peers and selves. Indeed, information about peer-assessment and self-assessment of the productive skills is scant, particularly with regard to EFL higher education (HE). Such moves towards assessment bring both the instructor and the learners to unfamiliar terrain, which must be carefully engineered and negotiated, like tiptoeing through a field of tulips, which requires Trust, Understanding and Learning through, and Investment in, Peer-assessment and Self-assessment processes. In this way, learners become less reliant on others to evaluate their progress, more self-directed and, ultimately, assume a greater degree of autonomy. Evidence from the Assessment for Autonomy Research Project (AARP), involving students in peer- and self-assessment of writing and speaking skills, using pre-determined assessment criteria checklists, seems to suggest that recalibration of assessment power can help promote autonomy amongst EFL students at HE level.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

scholarly journals The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

2018 ◽  
Vol 8 (1) ◽  
pp. 48 ◽  
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Secondary Education ◽  
Language Learning ◽  
Religious Education ◽  
Primary Education ◽  
Self Esteem ◽  
Learning Motivation ◽  
Assessment Process ◽  
Self Assessment

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

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 Implementing Peer Assessment in a Russian University ESP Classroom

2015 ◽  
Vol 1 (4) ◽  
pp. 63-73 ◽  
Author(s):  
Olga Stognieva
Keyword(s):  
Learning Process ◽  
Peer Assessment ◽  
Assessment Process ◽  
Peer Evaluation ◽  
Oral Performance ◽  
Self Evaluation ◽  
Professional Environment ◽  
Assessment Strategies

In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, self-evaluation and peer evaluation. Peer assessment may be a way to solve this problem. In this paper, it is researched how peer assessment could be applied to higher education and the effect of using this form of assessment on the quality of learning. The methodology to investigate the effect of peer assessment as a part of the learning process includes literature observation, case study, developing protocols and marking criteria rules for peer assessment, examples of peer assessment strategies and activities. The results of the research demonstrate that peer assessment methods of either written or oral performance can trigger a deeper involvement of students both in the learning and in the assessment process, keep motivation up and develop some qualities essential for future professional life. Therefor peer assessment could be effectively integrated in the course of ESP at the Moscow Higher School of Economics.

scholarly journals Análisis y mejora del proceso de formación de la carrera de ingeniería industrial de la Universidad Técnica de Manabí y su influencia en la acreditación

2016 ◽  
Vol 1 (2) ◽  
pp. 20
Author(s):  
Esperanza Vivas ◽  
Aleida González González ◽  
Viviana Moreira Mera ◽  
Antonio Vásquez Pérez
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Learning ◽  
Industrial Engineering ◽  
Self Assessment ◽  
Self Evaluation ◽  
Improvement Plan ◽  
Index Terms ◽  
Technical University

Abstract— The paper presents an analysis related to the results of self-evaluation of careers in higher education, highlighting the particularities in the career of industrial engineering at the Technical University of Manabí. an analysis related to the results of a profiled to identify weaknesses in the quality of training of students, which developed in the Industrial Engineering of higher learning and an improvement plan is presented research is available to achieve obtain the quality demanded by the CEAACES (Council of evaluation and quality Assurance in Higher Education to achieve accreditation. Index Terms— accreditation career, self-assessment, training processes, improvement plan

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 Propuesta metodológica para el trabajo colaborativo en autoevaluaciones de acreditación utilizando herramientas digitales

2019 ◽  
Vol 6 (2) ◽  
pp. 68-75
Author(s):  
J.R. Méndez Ortiz ◽  
A.J. Cruz Landa ◽  
I.A. Reyes Flores ◽  
I.E. Romero Arrioja
Keyword(s):  
Small Group ◽  
Educational Institution ◽  
Support Staff ◽  
The Self ◽  
Assessment Process ◽  
Administrative Staff ◽  
Self Assessment ◽  
Self Evaluation ◽  
Trabajo Colaborativo

El proceso de autoevaluación y evaluación de una institución educativa, por parte de un organismo acreditador, implica que un grupo de académicos, directivos, administrativos y personal de apoyo trabajen de forma colaborativa para el logro de los objetivos, sin embargo, este trabajo debe ser organizado por un pequeño grupo de personas, una comisión de acreditación o un coordinador general, por lo que en este artículo se presenta una propuesta metodológica para la división y organización de las actividades involucradas, así como de los roles de los que conforman la comisión. Así mismo, considerando que una de las principales tareas durante el proceso de autoevaluación es la recopilación de información conformada por una gran cantidad de documentos físicos, carpetas, archivos y documentos aislados, se sugieren algunas herramientas digitales para que esta actividad implique un menor esfuerzo y una mayor organización, además de tener mayor transparencia y colaboración. The process of self-evaluation and evaluation of an educational institution, by an accrediting institute, implies that a group of academics, managers, administrative staff and support staff work collaboratively to achieve the objectives, however, this work must be organized by a small group of people, an accreditation commission or a general coordinator, so this article presents a methodological proposal for the division and organization of the activities involved, as well as the roles of those who make up the commission. Likewise, considering that one of the main tasks during the self-assessment process is the collection of information consisting of a large number of physical documents, folders, files and isolated documents, somedigital tools are suggested so that this activity involves less effort and a greater organization, in addition to having greater transparency and collaboration.

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.

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