عنوان مقاله:

نویسندگان:

Mohammad Salehi، Samaneh Gholampour

While there is a burgeoning of research in self, peer and teacher assessment, there is a paucity of research in longitudinal terms of this kind of assessment. Furthermore, oral assessment in English as a foreign language context is relatively underexplored. Therefore, the current study was designed to investigate the reliability and validity in 30 oral presentations that spanned over a period of four months. Furthermore, the role of demographical variables of gender, ability and the topic of presentations was also considered. The results include: Reliability indices of all 30 oral assessments were high ranging from .70 to as high as .95 as measured by Cronbach Alpha. Concurrent validity, however, was the function of time in that validity indices improved temporally with the later presentations enjoying better validity indices than the preceding ones. The gender of the assessors did not affect the total mean of the presentations. Oral presentation scores could validly predict the achievement scores of students. Also, students over scored themselves a little bit, but this over scoring was not significantly different from the scores of the teacher. Furthermore, there was not a significant correlation between self and teacher assessments.

Reliability, Validity, Self-Assessment, Teacher Assessment, Peer Assessment

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Salehi، Mohammad، Gholampour، Samaneh، 1398، A Longitudinal Study of Self, Peer, and Teacher assessment of Oral Presentations: An Investigation of Reliability, Validity and Demographic Variables، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505879