Self, Peer and Instructor Assessments of Group Presentations in a Korean University EFL Classroom
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The aim of the present study is threefold: (1) to examine the disparities among self, peer and teacher assessments of oral group presentations in a university EFL classroom; (2) to investigate the major criteria predicting the presentation quality measured by self, peer and teacher assessments; and (3) to explore student perceptions about self, peer and teacher assessments. A total number of 36 South Korean university students participated in the study. A 15-item assessment form was used for self, peer, and teacher ratings. The correlation analysis among self, peer and teacher assessments was calculated. The significantly modest teacher-peer and teacher-self correlations indicated that students were able to make judgments of both their own and their peers’ oral performances that were comparable to those made by their teacher. The multiple regressions showed that the major criteria significantly influencing both self and peer ratings were visual and delivery-related criteria, whereas delivery and content-related criteria were influential for the teacher’s assessment. Most participants were satisfied with the perceived benefits of self, peer and teacher assessment activities. Based on the results, the paper delineates the pedagogical implications for alternative assessment practices in EFL and some caution is advised.
Abstract
The aim of the present study is threefold: (1) to examine the disparities among self, peer and teacher assessments of oral group presentations in a university EFL classroom; (2) to investigate the major criteria predicting the presentation quality measured by self, peer and teacher assessments; and (3) to explore student perceptions about self, peer and teacher assessments. A total number of 36 South Korean university students participated in the study. A 15-item assessment form was used for self, peer, and teacher ratings. The correlation analysis among self, peer and teacher assessments was calculated. The significantly modest teacher-peer and teacher-self correlations indicated that students were able to make judgments of both their own and their peers’ oral performances that were comparable to those made by their teacher. The multiple regressions showed that the major criteria significantly influencing both self and peer ratings were visual and delivery-related criteria, whereas delivery and content-related criteria were influential for the teacher’s assessment. Most participants were satisfied with the perceived benefits of self, peer and teacher assessment activities. Based on the results, the paper delineates the pedagogical implications for alternative assessment practices in EFL and some caution is advised.
참고문헌 (30)
- 김해동, "파워포인트를 이용한 그룹 발표에서 동료평가의 활용", 멀티미디어 언어교육, 10(1), pp.155~176 (2007), 한국멀티미디어언어교육학회
- 박분주, "영어 프레젠테이션 능력 향상을 위한 동료피드백의 효과", 영미어문학, 105(105), pp.193~216 (2012), 한국영미어문학회
- Ahangari, S., "The effect of peer assessment on oral presentation in an EFL context", International Journal of Applied Linguistics & English Literature, 2(3), pp.45~53 (2013)
- Brown, J. D., "The alternatives in language assessment", TESOL Quarterly, 32(4), pp.653~675 (1998)
- Chen, Y., "Learning to self-assess oral performance in English : A longitudinal case study", Language Teaching Research, 12(2), pp.235~262 (2008)
- Cheng, W., "Having second thoughts : Students perceptions before and after a peer assessment exercise", Studies in Higher Education, 22(2), pp.105~124 (1997)
- Cheng, W., "Peer assessment of language proficiency", Language Testing, 22(1), pp.93~121 (2005)
- Dickinson, L., "Self-instruction in language learning" (1987), Cambridge University Press
- Falchikov, N., "Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education" (2005), RoutledgeFalmer
- Freeman, M., "Peer assessment by groups of group work", Assessment &Evaluation in Higher Education, 20(3), pp.289~300 (1995)
- Fujita, T., "Peer, self, and instructor assessment in an EFL speech class", Rikkyo Language Center, 3, pp.203~213 (2001)
- Grez, L. D., "How effective are self- and peer assessment of oral presentation skills compared with teachers’assessments?", Active Learning in Higher Education, 13(2), pp.129~142 (2012)
- Grussendorf, M., "English for presentations" (2007), Oxford University Press
- Kirby, N. F., "Self-assessment and the disadvantaged student:Potential for encouraging self-regulated learning?", Assessment &Evaluation in Higher Education, 32(4), pp.475~494 (2007)
- Langan, M., "Relationships between student characteristics and self-, peer and tutor evaluations of oral presentations", Assessment and Evaluation in Higher Education, 33(2), pp.179~190 (2008)
- Maclellan, E., "How convincing is alternative assessment?", Assessment &Evaluation in Higher Education, 29(3), pp.311~321 (2004)
- Matsuno, S., "Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms", Language Testing, 26(1), pp.75~100 (2009)
- Matthews, C., "Speaking solutions: Interaction, presentation, listening, and presentation skills" (1994), Prentice Hall Regents
- Miller, L., "Peer assessment of language proficiency. Perspectives: Working papers of the department of English", City Polytechnic of Hong Kong, 6(2), pp.41~56 (1994)
- Nicol, D., "Formative assessment and self-regulated learning : A model and seven principles of good feedback practice", Studies in Higher Education, 31(2), pp.199~218 (2006)
- Orsmond, P., "A study in self assessment : tutor and students’ perceptions of performance criteria", Assessment &Evaluation in Higher Education, 22(4), pp.357~367 (1997)
- Patri, M., "The influence of peer feedback on self-and peer assessment of oral skills", Language Testing, 19(2), pp.109~131 (2002)
- Pond, K., "Peer review : A precursor to peer assessment", Innovation in Education and Training International, 32(4), pp.314~323 (1995)
- Pope, N. K. L., "The impact of stress in self-and peer assessment", Studies in Higher Education, 30(1), pp.51~63 (2005)
- Sadler, D., "Formative assessment and the design of instructional systems", Instructional Science, 18, pp.119~144 (1989)
- Saito, H., "Peer-assessing peers’ contribution to EFL group presentations", Regional Language Centre Journal, 40(2), pp.149~171 (2009)
- Shohamy, E., "Democratic assessment as an alternative", Language Testing, 18(4), pp.373~391 (2001)
- Yoon-HeeSoh, "Students’ Preparation, Perception and Attitudes Toward an Oral Class Presentation", 영어교육, 58(3), pp.69~94 (2003), 한국영어교육학회
- Struyven, K., "Optimising new modes of assessment: In search of qualities and standards", pp.171~223 (2003), Kluwer Academic
- Topping K., "Optimising new modes of assessment: In search of qualities and standards", pp.55~87 (2003), Kluwer Academic