Abstract
Despite the many pedagogical benefits of self-/peer-assessment, they are not often practiced in the classroom, due to the fact that most teachers doubt learners' ability to do self-/peer-assessment accurately. Although several factors have been identified to affect self-/peer-assessment accuracy, the literature shows the rating accuracy of learners can improve if enough training is provided. Given the abovementioned supporting literature, it was hypothesized that learners, if provided with training and practice, may also have the potential to show behavior similar to that of expert-raters in terms of holistic and analytic intra-reliability. To test this hypothesis, having been trained to do self-/peer-assessment according to their group assignment, 136 English-major students conducted self-/peer-assessment of writing performance both holistically and analytically across 11 sessions. After correlating the students and raters' holistic and analytic scores and examining the variations among the correlations, it was found that students have indeed got the potential to show rating behaviors similar to those of expert raters and at times even show higher correlations. This paper closes with some implications these findings can have for theory and practice, and some new lines of research are recommended in the area investigated in this study.
Highlights
With the advent of educational assessment in opposition to psychometric testing, assessment in support of learning became one of the major goals to pursue in education (Gipps, 1994; Brown 1998; Lambert & Lines, 2000)
This study investigated the extent of similarity between expert raters’ holistic/analytic intrareliability and that of students’ in self- and peer-assessment of writing performance
Some insights were gained by comparing the holistic-analytic correlation coefficients of the participants with those of the raters
Summary
With the advent of educational assessment in opposition to psychometric testing, assessment in support of learning became one of the major goals to pursue in education (Gipps, 1994; Brown 1998; Lambert & Lines, 2000). Topping (2003) emphasizes that self- and peer-assessment are cognitively demanding tasks which require and encourage intelligent self-questioning, post hoc reflection, learners’ ownership and management of learning processes, sense of personal responsibility and accountability, self-efficacy, and meta-cognition. Despite this much support for self- and peer-assessment, they are less than often practiced in educational settings especially in language teaching. Steps described of this study were taken
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