Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch Approach
This study investigated the accuracy of scores assigned by self-, peer-, and teacher assessors over time. Thirty-three English majors who were taking paragraph development course at Vali-e-Asr University of Rafsanjan and two instructors who had been teaching essay writing for at least two years at u...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Sistan and Baluchestan
2016-02-01
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| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_3022_990f36397ac351b86d0c0a88e6c4355a.pdf |
| _version_ | 1797904088527011840 |
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| author | Sadollah Ravand Hamdollah Ravand Akbar Abbasi |
| author_facet | Sadollah Ravand Hamdollah Ravand Akbar Abbasi |
| author_sort | Sadollah Ravand |
| collection | DOAJ |
| description | This study investigated the accuracy of scores assigned by self-, peer-, and teacher assessors over time. Thirty-three English majors who were taking paragraph development course at Vali-e-Asr University of Rafsanjan and two instructors who had been teaching essay writing for at least two years at university, participated in the study. After receiving instructions on paragraph development, participants were trained for a session on how to rate the paragraphs. For three sessions the students were given topics to write about and were asked to rate their own and one of their peers’ papers for mechanics, grammar and choice of words, content development, and organization. The teachers also rated the paragraphs according to the same criteria. Multifaceted Rasch measurement was employed to analyze the data. The results showed different patterns of performance for the subjects rated by different raters at the beginning of the experiment. However, rater bias showed significant decrease across time. The results of the study have useful implications for language teachers especially in portfolio assessment where self and peer assessment provide invaluable help. |
| first_indexed | 2024-04-10T09:43:20Z |
| format | Article |
| id | doaj.art-972a64fce009443194dc9e5fa64ddbae |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:43:20Z |
| publishDate | 2016-02-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-972a64fce009443194dc9e5fa64ddbae2023-02-17T06:07:39ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502016-02-01819111210.22111/ijals.2016.30223022Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch ApproachSadollah Ravand0Hamdollah Ravand1Akbar Abbasi2Vali-e-Asr University of RafsanjanVali-e-Asr University of RafsanjanVali-e-Asr University of RafsanjanThis study investigated the accuracy of scores assigned by self-, peer-, and teacher assessors over time. Thirty-three English majors who were taking paragraph development course at Vali-e-Asr University of Rafsanjan and two instructors who had been teaching essay writing for at least two years at university, participated in the study. After receiving instructions on paragraph development, participants were trained for a session on how to rate the paragraphs. For three sessions the students were given topics to write about and were asked to rate their own and one of their peers’ papers for mechanics, grammar and choice of words, content development, and organization. The teachers also rated the paragraphs according to the same criteria. Multifaceted Rasch measurement was employed to analyze the data. The results showed different patterns of performance for the subjects rated by different raters at the beginning of the experiment. However, rater bias showed significant decrease across time. The results of the study have useful implications for language teachers especially in portfolio assessment where self and peer assessment provide invaluable help.https://ijals.usb.ac.ir/article_3022_990f36397ac351b86d0c0a88e6c4355a.pdfefl writingmultifaceted rasch measurementpeer-assessmentself-assessmentteacher assessment |
| spellingShingle | Sadollah Ravand Hamdollah Ravand Akbar Abbasi Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch Approach Iranian Journal of Applied Language Studies efl writing multifaceted rasch measurement peer-assessment self-assessment teacher assessment |
| title | Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch Approach |
| title_full | Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch Approach |
| title_fullStr | Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch Approach |
| title_full_unstemmed | Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch Approach |
| title_short | Investigating the Effect of Self-, Peer-, and Teacher Assessment in Second Language Writing over Time: A Multifaceted Rasch Approach |
| title_sort | investigating the effect of self peer and teacher assessment in second language writing over time a multifaceted rasch approach |
| topic | efl writing multifaceted rasch measurement peer-assessment self-assessment teacher assessment |
| url | https://ijals.usb.ac.ir/article_3022_990f36397ac351b86d0c0a88e6c4355a.pdf |
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