Abstract
Self-assessment and peer-assessment have been appraised in a large number of studies, aiming at investigating their effectiveness in different contexts. However, the challenges of implementing self-assessment and peer-assessment have been investigated rather sporadically. Given that, the purpose of this study was to explore the challenges and probable solutions of implementing self-assessment and peer-assessment by delving into the perspectives of English language teaching (ELT) teachers and ELT students. In this study we used an emic methodology to examine the perspective of 11 ELT teachers and 56 undergraduate and graduate ELT students. We used MAXQDA to analyze the interviews and open-ended questions. The results reveled that on the part of ELT students, self and peer’s subjective judgment, learners’ lack of assessment literacy, and instructional problems were the most important challenges of implementing self-assessment and peer-assessment in writing courses. ELT teachers believed that these assessment types are not feasible in all cultures. They also admitted that ELT teachers’ lack of assessment literacy is a challenge in implementing these assessment types. As for the probable solutions, both ELT teachers and students posited that ELT teachers need to increase their assessment knowledge and to participate in teacher training courses. Whereas ELT teachers believed that learner autonomy could be a solution, ELT students were against it. The article’s conclusion bears some implications for ELT teachers while implementing self-assessment and peer-assessment in writing courses.
Highlights
Due to the utmost importance of assessment “to shape every part of the student learning experience” (Orsmond et al 2000, p. 24), it has undergone a long way from the traditional assessment to the alternative one
The first theme we found in several English language teaching (ELT) teachers’ responses about the challenges involving in self-assessment and peer assessment was the fact that self-assessment and peer assessment are culture-bound and they cannot be implemented in all cultures
This study was an attempt to explore the perspectives of ELT teachers and ELT students about the challenges and probable solutions of implementing self-assessment and peer-assessment in writing courses
Summary
Due to the utmost importance of assessment “to shape every part of the student learning experience” (Orsmond et al 2000, p. 24), it has undergone a long way from the traditional assessment to the alternative one. Due to the utmost importance of assessment “to shape every part of the student learning experience” One aspect of consequential validity is to involve learners in the process of learning and assessing. It is thought that the involvement of students in the process of assessment may enhance their learning opportunity (Black et al 2003; Leahy et al 2005). This involvement can be obtained through the outlets of alternative assessment: self-assessment and peer-assessment (De Grez et al 2012)
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