چکیده

In spite of the fact that the teacher-assessment is still used in the educational system of Iran, many students have negative attitudes towards the teacher-assessment. Therefore, this study is conducted to examine the correlation between self-, peer-, and teacher-assessments in EFL learnersʼ grammar level. In doing so, 92 Iranian female junior students were selected randomly from Zohreh Kardanpur high school of Isfahan. First, a questionnaire which was consisted of ten questions was applied to compare the studentsʼ attitudes towards self-, peer-, and teacher-assessments. These participants also took a grammar test which was taken from the Test of English as a Foreign Language and comprised of 30 multiple choice items. Next, the collected data were analyzed with Pearson Correlation Coefficient formula. The findings of this study showed that the peer-assessment had strong positive correlation with the self-assessment by 0.93 correlation coefficient and the teacher-assessment had weak positive correlation with peer- and self-assessments by 0.23 and 0.25 coefficient correlations respectively. In addition, most participants had more negative attitudes towards self- and peer-assessments rather than teacher-assessment because they thought that their classmates and themselves did not have a lot of knowledge to rate their peers and themselves performances precisely. In conclusion, the results of this study is useful for the teachers, syllabus designers, and material developers.

کليدواژه ها

Coefficient Correlation, Grammar, Peer-Assessment, Self-Assessment, Teacher-Assessment

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در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Nasrin Khaleghi Zavareh , 1398 , The Relationship Between Self-, Peer-, and Teacher-Assessments in the Grammar of EFL Learners , اولين کنفرانس بين المللي مطالعات زبان انگليسي