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ERIC Number: EJ1214438
Record Type: Journal
Publication Date: 2019-Apr
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1533-242X
Using Alternative Assessment to Engage Preservice Language Teachers in the Assessment Process: A Case Study in Turkish Higher Education Context
Kaya, Damla; Özkan, Yonca
Reading Matrix: An International Online Journal, v19 n1 p93-113 Apr 2019
This study aims to explore preservice language teachers' views on the use of peer and selfassessment techniques and also to investigate whether there is a correlation between peer/selfscoring and teacher scoring. In data collection, both qualitative and quantitative research approaches were utilized. SPSS was used to analyze quantitative data and thematic analysis was employed to analyze the qualitative data. Twenty-one pre-service language teachers participated in the study by first carrying out peer assessment for midterm exam and then self-assessment for final exam. The scorings of both assessments were compared to teacher scoring. The findings showed that the students scored both their peers and themselves in a similar manner as the teacher did, and therefore, both assessment scorings were revealed to have a high correlation with teacher assessment scoring. Qualitative data involves mostly benefits of this process and depicts that the participants favored self-assessment over peer assessment. This study has clear implications for the curriculum designers, classroom teachers, and researchers.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey