Correlation between self, peer and teacher assessment: a case study in a translation course

Tóm tắt: 42 | PDF: 30

##plugins.themes.academic_pro.article.main##

Author

  • Hồ Sĩ Thắng Kiệt*

Từ khóa:

self assessment
peer assessment
teacher assessment
correlation
translation

Tóm tắt

Assessment plays an essential role in teaching and learning process. This paper investigates the correlation between three different forms of assessment including self, peer and teacher assessment in a case study of a Translation course. Thirty Vietnamese students of English participated in the study. Data collection comes from the assessment scores of the three forms of assessment. The results show that the students tend to value their own work higher than their peers and the teacher. Although self-assessment has a positive and significant correlation with peer and teacher assessment, peer assessment seems to be a better alternative assessment as it has a stronger correlation with teacher assessment. In addition, the three forms of assessment can support one another to enhance the quality of the teaching and learning process and develop learner autonomy in EFL classrooms.

Tài liệu tham khảo

    [1] Abolfazli Khonbi, Z. and Sadeghi, K. (2012). The Effect of Assessment Type (self vs. peer vs.teacher) on Iranian University EFL Students’ Course Achievement. Language Testing in Asia, 2(4), 47-74.
    [2] Andrade, H. and Du, Y. (2007). Student responses to criteria-referenced self-Assessment. Assessment and Evaluation in Higher Education, 32 (2), 159-181
    [3] Bachman, L. (2004). Statistical analysis for language assessment. Cambridge: Cambridge University Press.
    [4] Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page
    [5] Cheng, W., and Warren, M. (2000). Making a difference: Using peers to assess individual students' contributions to a group project. Teaching in Higher Education, 5(2), 243-255.
    [6] Gattullo, F. (2000). Formative assessment in ELT primary (elementary) classrooms: an Italian case study. Language Testing, 17 (2), 278–288.
    [7] Hedge, T. (2000). Teaching and learning in language classroom. Oxford: Oxford University Press.
    [8] Ketabi, S and Ketabi, S. (2014). Classroom and formative assessment in second/foreign language learning. Theory and Practice in Language Studies, 4 (2), 435-440.
    [9] Kilic, D. (2016). An Examination of Using Self-, Peer-, and Teacher assessment in Higher Education: A Case Study in Teacher Education. Higher Education Studies, 6(1), 136-144.
    [10] Lee, T. (2013). Incorporating translation into the language classroom and its potential impacts upon L2 learners. In Tsagari, D. And Floros, G. (Eds), Translation in Language Teaching and Assessment (pp3-22). UK: Cambridge Scholars Publishing.
    [11] Saito, H., and Fujita, T. (2009). Peer-assessing peers’ contribution to EFL group presentations. RELC Journal, 40(2), 149–171.
    [12] Strijbos, J. W., & Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265-269.
    [13] Topping, K. J. (2010). Peers as a source of formative assessment. In: H. L. Andrade and G. J. Cizek (Eds.), Handbook of formative assessment (pp. 69–75). New York, NY: Routledge.
    [14] Zakian, M., Moradan, A. and Naghibi, S.E. (2012). The relationship between self-, peer-, and teacher assessments of EFL learners’ speaking. World J Arts, Languages, and Social Sciences, 1(1):1-4.
Xem thêm

##plugins.themes.academic_pro.article.sidebar##

Đã Xuất bản

Dec 31, 2017
Download
PDF (English)
Cách trích dẫn
Ho Si Thang Kiet. “Correlation Between Self, Peer and Teacher Assessment: A Case Study in a Translation Course”. Tạp Chí Khoa học Và Công nghệ - Đại học Đà Nẵng, vol 12, số p.h 121, Tháng Chạp 2017, tr 68-71, https://jst-ud.vn/jst-ud/article/view/157.

##plugins.themes.academic_pro.article.details##