Learner-directed evaluation in college English speaking class: Can peer assessment supplement teacher assessment?
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참고문헌
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초록
The purpose of this study is to explore feasibility of using peer assessment as means tocomplement teacher assessment in English speech task. In a college English speaking class,each of 16 students delivered an English speech and the instructor and 15 students rated thespeech using identical evaluation forms. This speech and evaluation task was conducted twiceover the semester using two distinct sets of evaluation forms. Correlation analyses were run toinvestigate how close students’ ratings were to that of the instructor’s. At the total score level,significant correlation was not found between the instructor’s and the students’ ratings for bothevaluation forms. But at each rubric level, significant correlations were found in the rubrics oflanguage and delivery while no significant correlation was found in the content rubric. Thecorrelation analyses showed different results for the two sets of evaluation forms used: the formwith more detailed rubrics was found to elicit peer ratings that coincide more with theinstructor’s. Speeches that saw wide gaps between the instructor’s and the students’ ratingsoverlapped in both sessions implying that the gaps were systematic. Explanations andimplications of these findings are discussed.
Abstract
The purpose of this study is to explore feasibility of using peer assessment as means tocomplement teacher assessment in English speech task. In a college English speaking class,each of 16 students delivered an English speech and the instructor and 15 students rated thespeech using identical evaluation forms. This speech and evaluation task was conducted twiceover the semester using two distinct sets of evaluation forms. Correlation analyses were run toinvestigate how close students’ ratings were to that of the instructor’s. At the total score level,significant correlation was not found between the instructor’s and the students’ ratings for bothevaluation forms. But at each rubric level, significant correlations were found in the rubrics oflanguage and delivery while no significant correlation was found in the content rubric. Thecorrelation analyses showed different results for the two sets of evaluation forms used: the formwith more detailed rubrics was found to elicit peer ratings that coincide more with theinstructor’s. Speeches that saw wide gaps between the instructor’s and the students’ ratingsoverlapped in both sessions implying that the gaps were systematic. Explanations andimplications of these findings are discussed.
참고문헌 (21)
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