Teachers' Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills

Autor/in	Thienpermpool, Patteera
Titel	Teachers' Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills
Quelle	In: English Language Teaching, 14 (2021) 12, S.183-188 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; Teacher Attitudes; Self Evaluation (Individuals); Peer Evaluation; Communication Skills; Public Speaking; English (Second Language); Second Language Instruction; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Kommunikationsstil; Vortrag; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland
Abstract	Assessment has shifted from assessment of learning to assessment for learning. Self-assessment and peer assessment therefore appear to play more important roles as they encourage students to critically reflect on their own and their peers' learning progress and performance. Although self-assessment and peer assessment of written language performance have been widely explored, assessment of spoken language, especially in presentation skills, is under-explored. Additionally, students' peer assessments are found to be different from teachers' assessments (De Grez, Valcke, & Roozen, 2012), with this possibly due to the lack of training. This study aimed to investigate whether in-service teacher participants, with experience in marking students' performance, would be able to undertake self-assessment and peer assessment effectively in comparison to the teacher's assessment. The study also intended to explore participants' perceptions of self-assessment and peer assessment of English presentation skills. The participants were 14 in-service teachers teaching their native language at different levels, ranging from primary to tertiary, who were also studying English as a foreign language. The research instruments were scoring rubrics and an online questionnaire. The data were analysed by Pearson's correlation coefficients, means and standard deviations. The results revealed that in-service teachers could perform better in peer assessment. The study's discussion provides fruitful implications for language assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01