Opis

• Tytuł:
  Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students’ attitudes
• Twórca:
  Abolfazli Khonbi, Zainab;
  Sadeghi, Karim
• Opis:
  Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.
• Dostępność obiektu:
  Dostęp otwarty
• Prawa:
  Prawa autorskie (c) 2016 Zainab Abolfazli Khonbi, Karim Sadeghi
• Data:
  2013.10.01
• Typ:
  info:eu-repo/semantics/article;
  info:eu-repo/semantics/publishedVersion
• Język:
  angielski
• Źródło:
  Studies in Second Language Learning and Teaching; Vol. 3 No. 1 (2013); 87-107;
  Studies in Second Language Learning and Teaching; Tom 3 Nr 1 (2013); 87-107;
  2084-1965;
  2083-5205
• Format:
  application/pdf
• Wydawca:
  Adam Mickiewicz University Poznan
• Relacja: http://pressto.amu.edu.pl/index.php/ssllt/article/view/4939/5036
• Temat i słowa kluczowe:
  course achievement;
  peer-assessment;
  self-assessment;
  teacher-assessment;
  student attitudes
• Identyfikator: http://pressto.amu.edu.pl/index.php/ssllt/article/view/4939
• Dostawca danych:
  Platforma Otwartych Czasopism Naukowych UAM
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