Assessing One-on-One Con and Pro Debate Incorporating Learner-Directed Assessment
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This study explores the validity of one-on-one pro and con debate assessments when EFL learners engage in self assessment and peer assessment, using quantitative methods. It also investigates learners’ perceptions of the debate activities and factors that affect assessment reliability from the perspective of misfitting learners or those who faced difficulties. Fifty English learners participated in debates on two pedagogical topics(“Should writing and speaking test sessions be included in the current National College Entrance Exam?” and “Should Office of Education allow more foreign language high schools than now?”), completing peer and self assessments across language aspects (pronunciation/grammar, fluency), interaction skills (voice, attitude), and content/organization (argument, rebuttal, counter-rebuttal, summary), along with a survey. FACETS analysis showed that only a few learners were classified as misfitting, with no misfitting cases related to topic, assessment area, or rater variables, indicating robust reliability of the debate assessment. Survey results revealed that most learners had a positive view of the activities, while some misfitting learners noted challenges due to limited English skills. The study concludes that to enhance metacognitive strategies, learners should have opportunities to engage in various assessment activities.
Abstract
This study explores the validity of one-on-one pro and con debate assessments when EFL learners engage in self assessment and peer assessment, using quantitative methods. It also investigates learners’ perceptions of the debate activities and factors that affect assessment reliability from the perspective of misfitting learners or those who faced difficulties. Fifty English learners participated in debates on two pedagogical topics(“Should writing and speaking test sessions be included in the current National College Entrance Exam?” and “Should Office of Education allow more foreign language high schools than now?”), completing peer and self assessments across language aspects (pronunciation/grammar, fluency), interaction skills (voice, attitude), and content/organization (argument, rebuttal, counter-rebuttal, summary), along with a survey. FACETS analysis showed that only a few learners were classified as misfitting, with no misfitting cases related to topic, assessment area, or rater variables, indicating robust reliability of the debate assessment. Survey results revealed that most learners had a positive view of the activities, while some misfitting learners noted challenges due to limited English skills. The study concludes that to enhance metacognitive strategies, learners should have opportunities to engage in various assessment activities.
참고문헌 (33)
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