Severity Differences across Proficiency Levels among Peer-assessors
Over the past few years, peer-assessment, as an alternative assessment procedure, has drawn the attention of many researchers. In the study, it was attempted to find what kinds of language components peer-assessors attend to when rating their peers' essays and to investigate whether proficiency...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2022-03-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2635_5d447c3bc82c363a5385bf84def68db7.pdf |
| _version_ | 1797829599510396928 |
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| author | Shahla Rasouli Rajab Esfandiari |
| author_facet | Shahla Rasouli Rajab Esfandiari |
| author_sort | Shahla Rasouli |
| collection | DOAJ |
| description | Over the past few years, peer-assessment, as an alternative assessment procedure, has drawn the attention of many researchers. In the study, it was attempted to find what kinds of language components peer-assessors attend to when rating their peers' essays and to investigate whether proficiency levels of peer-assessors make a difference in terms of severity and leniency they exercise. Fifty-eight student raters at Imam Khomeini International University in Qazvin rated five essays, using an analytic rating scale. Paper-based test of English as a foreign language (TOEFL) and five-paragraph essays were used to collect the data. FACETS (version 3.68.1) was used to analyze the data. The results of Facets analysis indicated that advanced peer-assessors had more variability in their severity compared to intermediate peer-assessors. Moreover, the majority of peer-assessors were, on average, more severe than lenient. The results also revealed no statistically significant difference between the ratings of intermediate and advanced peer-assessors. The final finding was that task achievement was the most attended assessment criterion, but grammatical range and accuracy was the least attended assessment criterion. The findings suggest peer-assessors do not attach an equal weight to all assessment criteria. The findings of the study may carry implications for the summative assessment of students' abilities. |
| first_indexed | 2024-04-09T13:22:51Z |
| format | Article |
| id | doaj.art-20440d4993044e50a3e36ff6be9cfd2a |
| institution | Directory Open Access Journal |
| issn | 2676-5357 |
| language | English |
| last_indexed | 2024-04-09T13:22:51Z |
| publishDate | 2022-03-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj.art-20440d4993044e50a3e36ff6be9cfd2a2023-05-10T20:03:20ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572022-03-019217319610.30479/jmrels.2022.16763.20142635Severity Differences across Proficiency Levels among Peer-assessorsShahla Rasouli0Rajab Esfandiari1Department of English Language, Payame Nour UniversityImam Khomeini international UniversityOver the past few years, peer-assessment, as an alternative assessment procedure, has drawn the attention of many researchers. In the study, it was attempted to find what kinds of language components peer-assessors attend to when rating their peers' essays and to investigate whether proficiency levels of peer-assessors make a difference in terms of severity and leniency they exercise. Fifty-eight student raters at Imam Khomeini International University in Qazvin rated five essays, using an analytic rating scale. Paper-based test of English as a foreign language (TOEFL) and five-paragraph essays were used to collect the data. FACETS (version 3.68.1) was used to analyze the data. The results of Facets analysis indicated that advanced peer-assessors had more variability in their severity compared to intermediate peer-assessors. Moreover, the majority of peer-assessors were, on average, more severe than lenient. The results also revealed no statistically significant difference between the ratings of intermediate and advanced peer-assessors. The final finding was that task achievement was the most attended assessment criterion, but grammatical range and accuracy was the least attended assessment criterion. The findings suggest peer-assessors do not attach an equal weight to all assessment criteria. The findings of the study may carry implications for the summative assessment of students' abilities.https://jmrels.journals.ikiu.ac.ir/article_2635_5d447c3bc82c363a5385bf84def68db7.pdfcriterionpeer-assessmentproficiency levelseverity |
| spellingShingle | Shahla Rasouli Rajab Esfandiari Severity Differences across Proficiency Levels among Peer-assessors Journal of Modern Research in English Language Studies criterion peer-assessment proficiency level severity |
| title | Severity Differences across Proficiency Levels among Peer-assessors |
| title_full | Severity Differences across Proficiency Levels among Peer-assessors |
| title_fullStr | Severity Differences across Proficiency Levels among Peer-assessors |
| title_full_unstemmed | Severity Differences across Proficiency Levels among Peer-assessors |
| title_short | Severity Differences across Proficiency Levels among Peer-assessors |
| title_sort | severity differences across proficiency levels among peer assessors |
| topic | criterion peer-assessment proficiency level severity |
| url | https://jmrels.journals.ikiu.ac.ir/article_2635_5d447c3bc82c363a5385bf84def68db7.pdf |
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