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dc.contributor.author Hung, Yu-Ju
dc.contributor.author Chen, Shu-Cheng
dc.contributor.author Samuelson, Beth Lewis
dc.date.accessioned 2016-04-06T11:15:00Z
dc.date.available 2016-04-06T11:15:00Z
dc.date.issued 2016
dc.identifier.citation Hung, Y.-J., Samuelson, B. L., & Chen, S.-C. (2016). Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations. In M. Nikolov (Ed.), Assessing Young Learners of English: Global and Local Perspectives (pp. 317-338). New York: Springer. en
dc.identifier.isbn 978-3-319-22421-3
dc.identifier.isbn 978-3-319-22422-0
dc.identifier.uri http://hdl.handle.net/2022/20794
dc.description A uncorrected proof of the manuscript is released here according to Springer author agreement. en
dc.description.abstract As the traditional grammar translation approach is being gradually replaced by communicative or task-based approaches, paper-and-pencil tests, commonly used in English classes in Taiwan, do not meet the course goals. Alternative assessment, known for increasing learners’ cognitive and meta-cognitive development as well as empowering students to take ownership of their learning, has been practiced extensively in L1 higher education, but neglected in L2 elementary schools. Thus, the purpose of this study is to investigate how peer and self-assessment can be implemented to evaluate young EFL learners’ oral presentation and how the students perceive this experience. The study was conducted in two sixth grade classes at a public elementary school in southern Taiwan. After attending a professional development workshop held by the government, a local English teacher practiced peer and self-assessment in her class so as to engage every student in class activities and also to provide an opportunity for them to reflect upon their performance. In the process, the students formed groups of six to discuss and give grades after each individual student’s oral report. Three types of data sources were analyzed. The first was the evaluation rubrics from peer groups, each presenting students, and the teacher. Then, a survey, containing 16 closed-format questions and one open-ended question, was administered to elicit the students’ perceptions of the assessment process. Also, an interview was done with the teacher. The results show that peer and teacher assessment had strong positive correlation, whereas self- and teacher assessment were moderately correlated. The strength of correlation also varied for each evaluation criterion. Though learners responded positively to the assessing experiences in the questionnaires, they expressed concern that some grades assigned by peers were not fair and a few group members dominated the grading process. The findings shed light on benefits of combining peer and self- assessment and suggest training should emphasize self-assessment, evaluation criteria related to content of the presentation, and students’ social skills to work harmoniously in groups. Most of all, students’ traditional way of learning should not be neglected. en
dc.language.iso en en
dc.publisher Springer en
dc.relation.isversionof http://www.springer.com/gp/book/9783319224213 en
dc.subject language assessment en
dc.subject peer evaluation en
dc.subject young learners en
dc.subject English as a foreign language en
dc.title The Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations en
dc.type Book chapter en
dc.identifier.doi 10.1007/978-3-319-22422-0
dc.altmetrics.display true en


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